Background: One of the worst pandemics of recent memory, COVID-19, severely impacted the public. In particular, students were physically and mentally affected by the lockdown and the shift from physical person-to-person classrooms to virtual learning (online classes). This increased the prevalence of psychological stress, anxiety, and depression among university students. In this study, we investigated the depression levels in Saudi Arabian university students who were learning virtually because of the COVID-19 pandemic and examined its impact on their educational proficiency. Methods: The study focused on two points: first, examining the depression levels among undergraduate students in Saudi Arabia, by adapting the Zung (Self-Rating Depression Scale) questionnaire. Second, whether there is an association between the levels of depression and various distress factors associated with virtual (online) learning resulting from the COVID-19 pandemic and its impact on students’ educational behaviors. The questionnaire was prepared using a monkey survey and shared online, via email, and on WhatsApp groups, with participants in two universities, a public and private university in the largest city of Saudi Arabia. A total of 157 complete responses were received. Data were analyzed using SPSS-24, the chi-square test, descriptive statistics, and multilinear regression. Results: The results indicated that three-fourths of the university students suffered from different depressive symptoms, half of which had moderate to extreme levels of depression. Our study confirmed that a boring virtual (online) learning method, stress, fear of examinations, and decreased productivity were significantly associated with increased depression. In addition, 75% and 79% of the students suffered from stress and fear of examinations, respectively. About half of the students were associated with increased depression. The outcome also indicated that female students experienced extreme depression, stress, and fear of examinations more than males. Conclusion: These findings can inform government agencies and representatives of the importance of making swift, effective decisions to address students’ depression levels. It is essential to provide training for students to change their educational experience mindset, which might help decrease "depression and stress-related growth." There is also a need to search for a better virtual teaching delivery method to lessen students' stress and fear of examinations.

Background and Aims: University students are commonly identified as susceptible, suffering from higher anxiety, stress, and depression than the overall population. During the Corona Virus Disease pandemic (COVID), education was shifted to the virtual learning environment. Students' ambiguity regarding academic accomplishment, imminent careers, changes in social life, and other concerns all these factors played a role in amplifying their stress levels, anxiety, and depression worldwide. This study investigates university students' self-esteem and depressions after they have been online learning for over 1 year due to the COVID-19 pandemic in Saudi Arabia.Methods: For this research, an adapted questionnaire of Rosenberg (Self-Esteem Scale) and Zung (Self-Rating Depression Scale) was used to get the responses of the participants of public and private universities in Saudi Arabia during March-April 2021. We received a total of 151 valid responses from respondents. For data analysis, we used descriptive statistics, ANOVA, multiple regression and binary logistic regression.Findings: The results showed that 75% of the students experienced different levels of depressions, with half (37.5%) having moderate to extreme levels of depression. A total of 41% of students experienced low self-esteem (38% females and 45% males). The regression results indicated depressive symptoms for low self-esteem. Furthermore, results of logistic regression showed that high self-esteem reduces the chances of getting depressive symptoms by 17%. The depressive symptoms were higher in female students than their male counterparts; furthermore, males experienced depressive symptoms less than females by 38%.Conclusions: Based on the current research results, it is concluded that the presence of the COVID-19 pandemic has dramatically increased the depressive symptoms in students, especially in female students. The findings suggested instant consideration and support for students. It is also suggested to the quest for potential managing policies that have been known and effective during the pandemic. Moreover, training should be provided for students to shift their educational experience mindset to an adaptive mindset, which can help them adapt to the new ways of learning and education.

In this paper, we introduce grand Herz–Morrey spaces with variable exponent and prove the boundedness of Riesz potential operators in these spaces.

In this paper, we introduce grand weighted Herz–Morrey spaces with a variable exponent and prove the boundedness of fractional integrals on these spaces.

The concept of an $ { \mathcal F} $-contraction was introduced by Wardowski, while Samet et al. introduced the class of $ \alpha $-admissible mappings and the concept of ($ \alpha $-$ \psi $)-contractive mapping on complete metric spaces. In this paper, we study and extend two types of contraction mappings: ($ \alpha $-$ \psi $)-contraction mapping and ($ \alpha $-$ { \mathcal F} $)-contraction mapping, and establish new fixed point results on double controlled metric type spaces. Moreover, we demonstrate some examples and present an application of our result on the existence and uniqueness of the solution for an integral equation.

This article presents the concept of a triple controlled S-metric type space, characterized by three control functions: β, µ, and γ. This extends the idea of controlled S-metric type spaces. We explore several properties and provide illustrative examples. Furthermore, we introduce αs-admissible mappings and enhance Wardowski’s contraction principle by introducing (αs-F)-contractive mappings specifically designed for triple controlled S-metric type spaces. The article establishes the existence and uniqueness of fixed points within a complete triple controlled S-metric type space. Finally, we apply our main theorem to demonstrate the determination of a unique solution for an mth degree polynomial.