Andreas Lieberoth, Shiang-Yi Lin, Sabrina Stöckli, Hyemin Han, Marta Kowal, Rebekah Gelpí, Stavroula Chrona, Thao Phuong Tran, Alma Jeftic, Jesper Rasmussen, Huseyin Cakal, Taciano L. Milfont, Yuki Yamada, Rizwana Amin, Stephane Debove, Ivan Flis, Hafize Sahin, Fidan Turk, Yao-Yuan Yeh, Yuen Wan Ho, Pilleriin Sikka, Guillermo Delgado-Garcia, David Lacko, Salomé Mamede, Oulmann Zerhouni, Jarno Tuominen, Tuba Bircan, Austin Horng-En Wang, Gozde Ikizer, Samuel Lins, Anna Studzinska, Muhammad Kamal Uddin, Fernanda Pérez-Gay Juárez, Fang-Yu Chen, Aybegum Memisoglu Sanli, Agnieszka E. Lys, Vicenta Reynoso-Alcántara, Rubén Flores González, Amanda Griffin, Claudio Rafael Castro López, Jana Nezkusilova, Dominik-Borna Ćepulić, Sibele Aquino, Tiago A. Marot, Angélique M. Blackburn, Loïs Boullu, Jozef Bavolar, Pavol Kacmar, Charles K.S. Wu, João Carlos Areias, Jean C. Natividade, Silvia Mari, Oli Ahmed, Vilius Dranseika, Irene Cristofori, Tao Coll-Martín, Kristina Eichel, Raisa Kumaga, Eda Ermagan-Caglar, Dastan Bamwesigye, Benjamin Tag, Carlos C. Contreras-Ibáñez, John Jamir Benzon R. Aruta, Priyanka A. Naidu, Ilknur Dilekler, Jirí Čeněk, Md. Nurul Islam, Brendan Ch'Ng, Cristina Sechi, Steve Nebel, Gülden Sayilan, Shruti Jha, Sara Vestergren, Keiko Ihaya, Gautreau Guillaume, Giovanni A. Travaglino, Nikolay R. Rachev, Krzysztof Hanusz, Martin Pírko, J. Noël West, Wilson Cyrus-Lai, Arooj Najmussaqib, Eugenia Romano, Valdas Noreika, Arian Musliu, Emilija Sungailaite, Mehmet Kosa, Antonio G. Lentoor, Nidhi Sinha, Andrew R. Bender, Dar Meshi, Pratik Bhandari, Grace Byrne, Kalina Kalinova, Barbora Hubena, Manuel Ninaus, Carlos Díaz, Alessia Scarpaci, Karolina Koszałkowska, Daniel Pankowski, Teodora Yaneva, Sara Morales-Izquierdo, Ena Uzelac, Yookyung Lee, Dayana Hristova, Moh Abdul Hakim, Eliane Deschrijver, Phillip S. Kavanagh, Aya Shata, Cecilia Reyna, Gabriel A. De Leon, Franco Tisocco, Débora Jeanette Mola, Maor Shani, Samkelisiwe Mahlungulu, Daphna Hausman Ozery, Marjolein C.J. Caniëls, Pablo Sebastián Correa, María Victoria Ortiz, Roosevelt Vilar, Tsvetelina Makaveeva, Lotte Pummerer, Irina Nikolova, Mila Bujić, Zea Szebeni, Tiziana Pennato, Mihaela Taranu, Liz Martinez, Tereza Capelos, Anabel Belaus, Dmitrii Dubrov
The COVIDiSTRESS global survey collects data on early human responses to the 2020 COVID-19 pandemic from 173 429 respondents in 48 countries. The open science study was co-designed by an international consortium of researchers to investigate how psychological responses differ across countries and cultures, and how this has impacted behaviour, coping and trust in government efforts to slow the spread of the virus. Starting in March 2020, COVIDiSTRESS leveraged the convenience of unpaid online recruitment to generate public data. The objective of the present analysis is to understand relationships between psychological responses in the early months of global coronavirus restrictions and help understand how different government measures succeed or fail in changing public behaviour. There were variations between and within countries. Although Western Europeans registered as more concerned over COVID-19, more stressed, and having slightly more trust in the governments' efforts, there was no clear geographical pattern in compliance with behavioural measures. Detailed plots illustrating between-countries differences are provided. Using both traditional and Bayesian analyses, we found that individuals who worried about getting sick worked harder to protect themselves and others. However, concern about the coronavirus itself did not account for all of the variances in experienced stress during the early months of COVID-19 restrictions. More alarmingly, such stress was associated with less compliance. Further, those most concerned over the coronavirus trusted in government measures primarily where policies were strict. While concern over a disease is a source of mental distress, other factors including strictness of protective measures, social support and personal lockdown conditions must also be taken into consideration to fully appreciate the psychological impact of COVID-19 and to understand why some people fail to follow behavioural guidelines intended to protect themselves and others from infection. The Stage 1 manuscript associated with this submission received in-principle acceptance (IPA) on 18 May 2020. Following IPA, the accepted Stage 1 version of the manuscript was preregistered on the Open Science Framework at https://osf.io/g2t3b. This preregistration was performed prior to data analysis. © 2021 The Authors.
Aarhus University, Danish School of Educaction (DPU), Interacting Minds Center (IMC), Denmark; Kyushu University, Faculty of Arts and Science, Japan; University of Alabama, Educational Psychology Program, United States; Aarhus University, Department of Political Science, Denmark; Bahria University Islamabad, Dept of Professional Psychology, Pakistan; France; University of Toronto, Department of Psychology, Canada; Catholic University of Croatia, Department of Psychology, Croatia; United Kingdom; University of Sheffield, Department of Psychology, United Kingdom; University of St. Thomas, Houston, Center for International Studies, United States; Northeastern University, Psychology Department, United States; University of Turku, Department of Psychology and Speech-Language Pathology, Finland; Instituto Nacional de Neurologia y Neurocirugia, Mexico; Masaryk University, Faculty of Arts, Department of Psychology, Czech Republic; University of Porto, Faculty of Psychology and Educational Sciences, Portugal; Université Paris, Nanterre, France; University of Skövde, Department of Cognitive Neuroscience and Philosophy, Sweden; Vrije Universiteit Brussel, Interface Demography, Belgium; University of Nevada, Las Vegas, United States; TOBB University of Economics and Technology, Department of Psychology, Turkey; National Research University Higher School of Economics, Russian Federation; University of Economics and Human Sciences in Warsaw, Faculty of Psychology, Poland; School of Psychology, Keele University, United Kingdom; University of Dhaka, Department of Psychology, Bangladesh; McGill University, Canada; Michigan State University, United States; University of Wrocłąw, Institute of Psychology, Poland Middle East Technical University, Poland; Department of Psychology, Turkey; University of Warsaw, Faculty of Psychology, Poland; National Autonomous University of Mexico, Mexico; University of Veracruz, Mexico; Univeristy of Oregon, United States; University of Birmingham, United Kingdom; Pavol Jozef Safarik University, Slovakia; University of California, Merced, United States; Pontifical Catholic University of Rio de Janeiro, Brazil; Aarhus University, Insitute for Culture and Society, Interacting Minds Centre, Denmark; Texas A&M International University, Department of Psychology & Communications, United States; School of Culture and Society, Interacting Minds Center, Denmark; Pavol Jozef Safarik University, Faculty of Arts, Department of Psychology, Slovakia; School of Compared Psychotherapy, Florence, Italy; Department of Political Science, Purdue University, United States; University of Helsinki, Swedish School of Social Sciences, Finland; Tampere University, Faculty of Information Technology and Communication Sciences, Finland; University of Milano-Bicocca, Italy; Department of Psychology, University of Chittagong, Bangladesh; Faculty of Social Sciences, Arts and Humanities, Kaunas University of Technology, Lithuania; Department of Biology, University Claude Bernard Lyon 1, Institute of Cognitive Sciences Marc Jeannerod, CNRS UMR5229, France; Mind, Brain, and Behavior Research Center (CIMCYC), University of Granada, Granada, Spain; Department of Psychiatry and Human Behavior, Warren Alpert Medical School, Brown University, United States; School of Health and Social Care, University of Essex, United Kingdom; University of Northampton, Department of Psychology, United Kingdom; Mendel University, Brno, Czech Republic; University of Melbourne, Australia; King's College London, School of Politics and Economics, Department of European and International Studies (EIS), United Kingdom; Departamento de Sociología, Universidad Autónoma Metropolitana, Iztapalapa, Mexico; De la Salle University, Manila, Philippines; Griffith University, School of Applied Psychology, Australia; Colorado State University, United States; Department Consumer Behavior, University of Bern, Switzerland; Mendel University in Brno, Faculty of Regional Development and International Studies, Czech Republic; Faculdades Integradas de Patos, Department of Psychology, Brazil; Department of Educational Psychology and Counselling, Faculty of Education, University of Malaya, Malaysia; Department of Pedagogy, Psychology, Philosophy, Italy; Psychology of Learning with Digital Media, Department of Media Research, Germany; Ankara Yildirim Beyazit University, Department of Psychology, Turkey; Somerville School (Lott Carey Baptist Mission in India), Greater NOIDA, India; University of Salford, School of Health & Society, United Kingdom; Kyushu University, Admission Center, Japan; Université Paris-Saclay, France; University of Kent, United Kingdom; Sofia University St. Kliment Ohridski, Department of General, Experimental, Developmental, and Health Psychology, Bulgaria; Institute of Psychology Polish Academy of Sciences, Poland; Institute of Lifelong Learning at Mendel University, Brno, Czech Republic; Instituto de Investigaciones Psicológicas (IIPsi), Universidad Nacional de Córdoba (UNC), Argentina; INSEAD, Singapore; Open University, Faculty of Management Sciences, Netherlands; King's College London, Institute of Psychiatry, Psychology and Neurosciences, United Kingdom; Department of Psychology, University of Cambridge, United Kingdom; Department of Psychology, Ludwig Maximilian University, Munich, Germany; School of Psychology, University of Waikato, Wellington, New Zealand; Tilburg University, Department of Cognitive Science and Artificial Intelligence, Netherlands; Sefako Makgatho Health Sciences University, Department of Clinical Psychology, School of Medicine, South Africa; Indian Institute of Technology, Hyderabad, India; Michigan State University, Department of Epidemiology and Biostatistics, East Lansing, United States; Michigan State University, Department of Advertising and Public Relations, United States; Department of Psychology, Department of Language Science and Technology, Saarland University, Germany; Vrije Universiteit, Amsterdam, Netherlands; Peace Research Institute, International Christian University, Tokyo, Japan; California State University, Northridge, Department of Educational Psychology & Conseling, United States; Czech Republic; Leibniz-Institut für Wissensmedien, Tübingen, Germany; Denmark; Italy; University of Lodz, Institute of Psychology, Poland; Hebrew University of Jerusalem, Israel; Instituto de Investigaciones en Psicología, Facultad de Psicología, Universidad de Buenos Aires, Argentina; University of Warwick, Department of Psychology, United Kingdom; Faculty of Humanities and Social Sciences in Zagreb, Department of Psychology, Croatia; The University of Texas at Austin, United States; The Education University of Hong Kong, Centre for Child and Family Sciences, Hong Kong; Faculty of Psychology, University of Vienna, Austria; Department of Psychology, Universitas Sebelas Maret, Indonesia; Ghent University, Department of Experimental Psychology, Belgium; Discipline of Psychology, University of Canberra, Australia; University of Miami, School of Communication, United States; Instituto de Investigaciones Psicológicas (IIPsi), Universidad Nacional de Córdoba (UNC), Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET), Argentina; Texas A&M International University, United States; University of New South Wales (UNSW), School of Psychology, Australia
