Social Constructionist Framework Research Articles

Teachers’ perceptions towards practical work in chemistry teaching: A case of selected high schools in South Africa

This study examines how physical sciences teachers in South African high schools perceive the use of practical work in chemistry instruction. The study is grounded in the framework of social constructivism. Qualitative research methods, including semi-structured interviews and classroom observations, were employed to gather insights from a purposively selected sample of four high school chemistry teachers, each from a different high school. The aim was to explore their perspectives on the incorporation of practical work in chemistry teaching. Thematic analysis of the data revealed a range of insights into teachers' perceptions. The findings indicate that teachers recognise the value of practical work in engaging students and reinforcing theoretical knowledge. However, they also face several challenges that hinder its effective implementation, such as inadequate laboratory facilities, limited access to resources, time constraints, and insufficient teacher training. Despite these obstacles, teachers demonstrate a strong commitment to integrating practical work into their teaching and employ innovative strategies to overcome these barriers. They highlight the need for increased support from educational authorities in terms of resource provision, professional development opportunities, and curriculum alignment. The study provides recommendations for educational policymakers, curriculum developers, and teacher training institutions to address these perceived challenges and enhance the quality of chemistry teaching and learning in South African high schools.

Enhancing engineering education: Investigating the impact of mobile devices on learning in a thermal-fluids course

The COVID-19 pandemic has affected learning at all levels; particularly, in higher education, where levels of independence and self-motivation are required during distance learning. In engineering, distance learning adds another degree of difficulty to an already complex field. Comprehension in engineering requires the repeated use of diagrams, high-level charts, and practice problems. Mobile devices, combined with a technology-enhanced curriculum, provide an excellent platform for learning in engineering as it allows for clear illustration and the transfer of complex ideas at any time and place. In alignment with the social-constructivist framework, these facets of mobile technology provide additional avenues for student engagement and the extension of learning goals. This study utilized the Triple E Framework and a mixed methods approach to investigate the impact of mobile devices on engineering students’ learning in a thermal-fluids course. The overall aim was to understand how mobile technology, combined with a technology-enhanced curriculum, impacts engineering students’ engagement, enhancement, and extension of learning. Findings reveal that students perceived increased levels of engagement when utilizing mobile devices in their learning practices. However, instructional methods were identified to be the key factor leading to engagement. A small effect size of 0.37 was noticed, and a post hoc power analysis resulted in a test power of 0.55. Though a significant difference between students who did and did not utilize mobile devices was not apparent, students with university loaned tablets (iPads) had a larger increase in learning than students without. This paper is based on the author's master's thesis titled “Affordances of Mobile Technology to Facilitate Learning in Undergraduate Thermal-Fluid Sciences,” the represented data reflects content from the same.

“I go back to it every f**king time”: the normalization of problematic Trenbolone use in online anabolic-androgenic steroid communities

Introduction This study addresses the dearth of research on specific anabolic-androgenic steroids (AAS), focusing on the contentious substance Trenbolone. With increased potency and risks, Trenbolone’s effects, both in animal studies and among human users, raise concerns for neurodegeneration, genotoxicity, and significant social harms. Despite these risks, people persist using Trenbolone and other AAS, navigating the harm-to-benefit ratio. The study explores the representation of Trenbolone in online AAS forums, to gain nuanced insight into dynamics of identity and behavior specific to the Trenbolone context. Methods We employed a digital ethnographical approach to collect data from four Australian AAS forums. Grounded in a social constructivist framework and recognizing the influential role of identity and social categorization in shaping behaviors within these digital communities, we utilized inductive thematic analysis to identify patterns and themes from user discussions about Trenbolone. Results Three key themes were developed: shared cultural language and beliefs, experienced users’ perceptions of Trenbolone mastery and risk avoidance, and the normalization of problematic use of Trenbolone and signs of dependence within the community. The findings reveal a nuanced interplay of language, beliefs, and behaviors, providing insights into how the community navigates its cultural norms, showcases expertise, and collectively grapples with usage patterns. Conclusions We delineate the emergence of a 'Trenbolone prototype’ within online AAS-using communities. The findings point to a potential disconnect between community beliefs and empirical evidence on Trenbolone’s health effects. Addressing these disparities, public health campaigns should align with the community’s language and norms for effective harm reduction.

Women's Experiences of Sexual Agency Under Constrained Choice: A Systematic Review

In Western societies, women are encouraged to present themselves in sexualized ways and are expected to experience this as a form of sexual agency. However, research on women's sexual agency is new and still developing, leading to inconsistent definitions and understandings. In addition, women's experiences of and resistance to violations of their sexual boundaries are frequently overlooked. The current systematic review answers research questions on how sexual agency has been conceptualized, how it has been studied in relation to sexual violence, and how women's social positionality influences sexual agency. A systematic strategy was used to search 10 health and social science databases and analyze 95 full-text articles. A feminist social constructionist framework guided this mixed-methods synthesis and provided a framework for addressing the research questions. The findings contribute to a deeper understanding of how society and researchers understand women's sexual agency and how intersectionality is largely ignored. Findings also identify an urgent need for future research to consider the relations between violence against women and women's perceptions of (or lack of) sexual agency. Future policymakers, researchers, and educators should move away from a one-size-fits-all approach in their work and instead, consider the diverse impact of societal expectations on women. By doing so, we can develop policies and programming that are specifically tailored to address the unique needs and challenges faced by women in society.

"…He's not beating me"-Socio-cultural construction of intimate partner violence and traditional birth attendants: implications for maternal & child health in rural communities in Hohoe, Ghana.

Most research on Intimate Partner Violence (IPV) focuses on the physical, sexual and psychological abuse, with less focus on the financial abuse. This study explores nursing mothers' experiences and perceptions of financial and material support from their significant others and traditional birth attendants' (TBA) observations of support to nursing mothers in their communities. Using purposive sampling, focus groups and interviews were conducted primarily in Ewe language among nursing mothers and TBAs in rural communities in Hohoe, Volta region, Ghana. All discussions were audio-recorded and transcribed for analysis. Thematic analysis guided by the social constructivist framework was used in data analysis. Twenty-seven women participated in the study, ranging in ages from 19 to 82 (20 nursing mothers; 7 TBAs). Most participants were married (19) and about 65% reported working outside the home (10 nursing mothers; 7 TBAs). Two themes emerged from the data analysis: Lack of support from partners for housekeeping chores and finances; and TBAs as mediators. Nursing mothers who reported lack of financial support did not perceive it as abuse, rather as hinderance to their efforts to care for their children. TBAs act as mediators interceding on behalf of nursing mothers with their husbands and fathers of their children, while also seeking resources to support them. Understanding the perceptions and socio-cultural meanings women attached to IPV experience is essential for effective intervention to reduce IPV. In addition, TBAs can be a resource in intervening to alleviate IPV in their communities, thereby improving maternal and child health.

“We mostly focus on preventing pregnancy, we don’t really focus on preventing HIV … ”: Young people’s perceptions and priorities when preventing unplanned pregnancy and HIV

In South Africa, the high rate of human immunodeficiency virus (HIV) infection among young people and unplanned pregnancies remains a concern. Using a qualitative approach, this study aimed to explore how young people between 18 and 24 years old perceive the risk of unplanned pregnancy and HIV, and how they give priority to and act to prevent both concerns. Fifty-four young people were recruited from three provinces in South Africa: KwaZulu-Natal, Eastern Cape, and Gauteng. Data collection took place between May and June in 2016. All data collection was carried out in person using a standardised discussion guide and a semi-structured interview guide in English. We conducted eight focus group discussions with young people and three in-depth interviews with young people who had become parents in their teens. We utilised thematic analysis grounded in a social constructionist framework to assess patterns and associations in the data. Respondents reported unplanned pregnancy and HIV as prevalent among their peers, but prioritised both concerns differently. Preventing pregnancy was a greater priority and threat than HIV. Respondents were less concerned about being infected with HIV which was perceived as invisible and not a death sentence because of the efficacy and ease of use of treatment. HIV was considered comparatively more manageable and less burdensome than other chronic illnesses and unplanned pregnancy. Our study suggests unplanned pregnancy and HIV prevention interventions should prioritise responding to young people’s primary desire to control their fertility, but also encourage them to have holistic sexual and reproductive health goals that include HIV prevention. Our findings suggest a pressing need for biomedical therapies that offer combined HIV and pregnancy prevention for young people. Future programmes need to be agile and innovative in addressing young people’s tendency to prioritise HIV and pregnancy differently, and they need to revive the sense of urgency to prevent HIV.

Harmonising traditions and modernity: Exploring the characteristics of healthy working environments in Mekong delta higher education institutions in Vietnam

The purpose of this qualitative study was to explore the characteristics defining a healthy working environment within higher education institutions in the Mekong Delta of Vietnam, emphasizing the interplay of regional cultural, historical, and natural elements. The study employed a Social Constructivist Framework, Symbolic Interactionism, and the Phenomenological Approach to interpret findings from semi-structured interviews with five leaders from two institutions. These methodologies facilitated a comprehensive understanding of the institutional leaders’ perspectives on the elements integral to a thriving academic setting. The findings revealed several key themes: the significance of interpersonal relationships and mutual respect; the importance of continuous professional development; the role of institutional transparency and open communication; an emphasis on cultural and historical reverence; and a unique relationship between the institution and the natural environment of the Mekong Delta. These insights contribute to the global discourse on academic environments, highlighting the universality of certain educational values while underscoring the importance of context-specific factors. The study’s practical implications suggest the need for future research to further investigate these themes, aiming to enhance our understanding of healthy academic settings in diverse cultural and geographical contexts.

The Impact of Covid-19 on Community Perinatal Doula Support Services for Black Women.

To better understand the experiences of Black pregnant women during COVID-19, we examined Black pregnant clients' and doulas' experiences with perinatal support services amid COVID-19's social distancing protocols. We used qualitative description, employing a social constructionist framework to interview 12 perinatal support doulas and 29 Black women who were pregnant or gave birth during the pandemic about their experiences during the pandemic, when social distancing was required. Three key themes were identified: (1) Clients experienced increased social isolation; (2) Doulas' exclusion from medical visits limited women's access to support and advocacy; (3) Doula support as a sisterhood helped clients mitigate effects of COVID isolation. Doulas should be considered essential support persons for Black pregnant women and should not be excluded from the birthing team. Support through technology is acceptable for some clients but less desirable for others and restricted doula's ability to build rapport and be hands on with their clients.

BARRIERS TO SUCCESSFUL AGING AMONG OLDER WOMEN AND MEN LIVING WITH HIV

Abstract This study identified and compared barriers to successful aging (SA) among older women and men living with HIV. Participants were recruited through 1) the Women’s Interagency HIV Study (WIHS), Atlanta and Brooklyn sites; and 2) the HIV Neurobehavioral Research Program at the University of California, San Diego. Our sample included 31 participants living with HIV: 17 women and 14 men, ages 52 to 73 years, 58% African American. We conducted semi-structured interviews, exploring SA with HIV. The interviews (~90 minutes long) were audio recorded, fully transcribed, and imported into MAXQDA software for analysis. Thematic and comparative analyses were conducted within a social-constructivist framework. We uncovered several themes related to SA barriers that were shared by women and men: challenging chronic conditions, stigmas, substance use, and lack of resources. We also found differences. While men stressed dreading old age and loneliness, women emphasized stress and ‘giving up’ as barriers to SA.

Teaching a Canadian Experiential Course in Religion and Spirituality for Undergraduates in Addiction Counseling and Health Sciences: A Social Constructivist Framework.

Religion and spirituality (RS) are integral to counseling and health but their incorporation into the curricula of these professions is still lacking. Limited literature is available on how to effectively teach such courses. This article presents a promising experiential, interactive model for an RS course designed for undergraduate students pursuing careers in addictions counseling, therapeutic recreation, and public health. An online course conducted during the COVID-19 pandemic adopted a social constructivist framework that encompassed four key components in its design and delivery: assessing prior knowledge, creating cognitive dissonance, applying new knowledge with feedback, reflecting on learning. Students' feedback in the course indicated their broadened understanding of the plurality of RS orientations and their acquisition of foundational skills with an increased confidence in bringing RS conversations into their practice. This article provides a conceptual and practical framework for educators to develop an RS course for a diverse representation of students and encourages further evaluation of the proposed model to assess its impact on learning outcomes.

Are generations a useful concept?

The concepts of generations and generational differences have received much attention in the academic literature, in the popular press, and among practitioners, policymakers, and politicians. Despite the continued interest, research has failed to find convincing evidence for the existence of distinct generations, commonly conceptualized as broad groupings of birth cohorts (e.g., 1980–2000) that have been influenced by a set of significant events (e.g., economic depressions) and labeled with names and qualities that supposedly reflect their defining characteristics (e.g., Millennials). Further, any differences that have been found in empirical studies, and that have been attributed to generational membership, are more likely due to age and/or contemporaneous period effects. Nonetheless, some researchers, employers, institutions, governments, and many laypeople continue to treat generations like they are a powerful and actionable phenomenon.We address these issues in two ways. First, we review the science of generations, focusing on what is known, what is not, and why the evidence points to the conclusion that generations, as popularly conceptualized, do not exist in objectively quantifiable ways. We also address the disconnect between science and practice regarding generations. Second, we explore alternate explanations for effects that are attributed to generations and review approaches that are both more theoretically sound and empirically supported, including lifespan theory and social constructionist frameworks. Finally, we address connections between assumptions made about generations and concerns about diversity, equity, and inclusion at work. Specifically, we address what has been termed generationalism, the belief that members of specific generations possess unique, stereotypic characteristics.

The Votes Are In! Candidate Debates as Large Policy Course Experiential Learning Method

Background: Like other professional training programs, social work pedagogy has long recognized the value of experiential learning for professional development. Despite social work's rich experiential learning literature involving field education, direct practice courses, and program evaluation, there is a dearth of literature examining how to make learning in the policy classroom experiential, particularly for large class sizes. Purpose: We asked, “How might electoral candidate debates provide experiential learning opportunities for large classes?” Approach: The authors organized municipal and federal election candidate debates attended in-person and online by over 300 undergraduate students in a social work policy class at a Canadian university. Integrating our experiences as instructors/organizers and a teaching assistant, within a social constructivist framework, we used Kolb's experiential learning theory, and critiques thereof, to analyze reflective assignments from 73 students. Results and Conclusions: Candidate debates, when facilitated appropriately, can encourage students in large courses to work through the stages of experiential learning and consider related concepts and possible links among social justice course content and social policy, social work practice, and political engagement. Implications: The paper contributes to a broader understanding of the opportunities and constraints associated with employing experiential learning in the large social work classroom and beyond.

Exploring students experiences of secondary school Physical Education in England

ABSTRACT Background: There are many diverging views regarding the role and purpose of Physical Education (PE) in secondary schools within the UK. However, very few studies have explored PE processes through the eyes of young people. Adolescence represents a critical time period when physical activity (PA) behaviour patterns are often established. Student disengagement in PE is therefore a concern, as PE has the potential to play an important role in influencing adolescents to develop lifelong PA habits. Secondary school PE is compulsory in the UK until the age of 16, therefore PE teachers have a captive audience who they can influence positively or negatively. Understanding of students’ experiences and perceptions of PE could help inform future PE provision. Purpose: The purpose of this study was to explore students’ perceptions of PE throughout secondary school (age 11–16) in England, UK. This study aims to explore students’ views concerning changes and continuities from Key Stage (KS3) (age 11–14) to KS4 (age 14–16). We are also interested in the meanings that students attach to their PE experiences, identifying the social structures and processes that shape these meanings. Methods: Using a social constructionist framework, semi-structured interviews were conducted at eight secondary schools across Yorkshire, England. A convenience sample of eligible schools was used to recruit the study participants. Two participants aged 15–16 (Year 11, KS4) were interviewed at each school (N = 16). Inductive and deductive thematic analysis informed by self-determination theory guided the analysis. Thematic analysis comprised three second-order themes which were generated by ten first-order themes drawing students’ experiences of PE. Results: Perceptions of PE throughout KS3 (age 11–14) were perceived as unfavourable, owing to too much structure and social comparisons. However, perceptions of KS4 (age 14–16) PE lessons were positive, with students enjoying increased choice, less structure, and an opportunity to relieve the stress and pressure of school life. Students identified the role of the teacher to be significant in enhancing student experience throughout secondary school. However, students acknowledged that the student–teacher relationship changed across secondary school, suggesting a need for numerous pedagogical approaches to be adopted through secondary school PE. In addition, PE is recognised by some students as an opportunity to improve their wellbeing, advocating the need for PE teachers to consider employing more holistic outcomes within PE lessons. Conclusions: The findings of this study suggest that there is a noticeable difference between students’ experiences of PE at KS3 (age 11–14) compared to KS4 (age 14–16), questioning if the KS3 curriculum is conducive to support student engagement in PE. The results also indicate that PE teachers could widen the learning of PE beyond the physical domain and incorporate a more holistic approach when planning and delivering PE lessons. The long-term implications of engaging more students in PE is that we may inspire more adolescents to remain physically active into adulthood, and to live healthier, more active lives.

A Conceptual Model Depicting How Children Are Affected by Parental Cancer: A Constructivist Grounded Theory Approach.

Cancer patients' children are vulnerable to psychosocial and behavioural issues. The mechanisms underlying how children are affected by their parent's diagnosis are unknown, warranting further research. This study investigated how children are affected by their parent's cancer diagnosis and provides a theoretical model conceptualising this experience. Informed by methods of grounded theory, embedded within a social constructivist framework, 38 informants (15 health professionals (HPs); 11 parents; 12 children (5 to 17 years)) were interviewed using a semi-structured format. Three themes were identified: (i) children were worried and distressed because they felt alone, (ii) parents were unable to tend to children's needs because they were overwhelmed by practical factors, and (iii) HPs were not detecting children due to barriers that affected their visibility in clinical settings. The proposed Alexander's Children's Cancer Communication (ACCC) Model and clinical recommendations made can be used to guide the clinical practice and development of future intervention research.

“It takes work ethic to get two-piece ready”: Neoliberalism, postfeminist healthism, and aesthetic labor in U.S. pageantry

Although research has documented neoliberalism's influence on pageantry in myriad ways, there has been less discussion about women's experiences of pageant preparation in the United States, particularly as cultural beauty norms shift and larger bodies are given space to be considered beautiful. At the same time, the ideology of healthism, which implores self-investment in individual health to be considered a good citizen, permeates American society. Using a social constructionist framework that centralizes the concepts of neoliberalism, aesthetic labor, and postfeminist healthism, I examine the preparation practices of pageant women. During preparation for the stage, pageant women strive to embody conventional ideals of gender and femininity through their outward appearances, becoming “entrepreneurial subjects” who devote numerous hours and material resources to researching and purchasing wardrobe and accessories to become pageant ready. They also devote countless hours to diet and exercise routines that are informed by supposed experts in these fields. I argue that pageant participants' explanations of their aesthetic labor reflect an internalization of the neoliberal logics of self-improvement and an adoption of healthist ideologies, which consequently can result in an idealized pageant body. My research contributes to the existing literature by uncovering and critiquing how pageant competitors enact a postfeminist sensibility in their pageant preparation practices.

Exploring Sociocultural Influences Affecting Body Image in Survivors of Childhood Sexual Assault.

This phenomenological study explored the lived experiences of survivors of childhood sexual assault, their meaning making process of the assault, and how messages from their sociocultural environment affected their relationship with, and perception of, their bodies. Utilizing a social constructivist framework, the research team interviewed eleven (n = 11) participants from a variety of backgrounds who were gender assigned female at birth and had survived childhood sexual assault (CSA). Four major themes emerged from the narratives collected. These include sociocultural impacts which included four subthemes: family relationships, peer relationships, societal and environmental influences, and cultural and ethnic influences; meaning making of the critical event, i.e., childhood sexual assault; self-perception of their bodies; internal processes that have shaped their perceptions and meaning making, i.e., thoughts, feelings, and behaviors. Findings indicate major influence of sociocultural factors in shaping participant's internal processes as survivors of CSA, meaning making, and subsequently self-perceptions of, and relationship with, their bodies. We discuss CSA and body image keeping the intersectionality of the individual, their experiences, and the impact of sociocultural contexts on that intersectionality.

The Psychosocial Effect of Parental Cancer: Qualitative Interviews with Patients' Dependent Children.

Children living with parental cancer are at an increased risk for various psychosocial, emotional, and behavioural problems. However, research regarding how children are affected by their parent's diagnosis is still developing and patients' children are typically invisible in clinical practice. This study aimed to investigate how children are affected by their parent's cancer diagnosis, from children's perspectives. Informed by methods of grounded theory and embedded within a social constructivist framework, twelve children (ranging from 5 to 17 years) living with a parent with cancer were interviewed using a semi-structured format assisted by a novel approach derived from play- and art-based developmental literature. Findings indicate that patients' children are constantly worried and distressed, and there are barriers that can be overcome to mitigate this. Four overarching themes were identified: (I) Feeling worried and distressed; (II) Comprehending their parent's cancer diagnosis; (III) Being disconnected from their supports; and (IV) Needing someone to talk to. Children experience considerable levels of ongoing worry and distress when a parent is diagnosed with cancer and have difficulties comprehending and articulating this. They also feel a level of disconnection from their usual support systems (e.g., parents) and are limited regarding who they can seek out and talk to. Mitigating children's ongoing worries and distress by promoting the availability and accessibility of parents and other supports to children, and reducing communication barriers between children and adults, should be a primary focus of psycho-oncology research and practice.

Understanding perceived characteristics and causes of orthorexia nervosa in online communities—A Reddit analysis

The present study analysed individual experiences of orthorexia nervosa (ON), a term commonly associated with obsessive health behaviors. With no universal definition available in research or practice, this study aimed to analyse six months of publicly available Reddit data to identify common characteristics and perceived causes of ON as reported in eating disorder- (ED) and diet-related subreddits. A Python code was used to extract comments from a publicly available Reddit data archive. To explore themes for each category of subreddit, a text-mining approach was combined with thematic analysis within a social constructionist framework. In both subreddit categories, the manifestation of ON was conceptualized in the context of shifting ED expressions and associated with the perception of food as a threat as well as the pursuit of superiority. In ED-subreddits, commenters discussed ON as a safety mechanism for health anxieties, the role of the body as visualising ON, and ON’s role within a proactive selfcare culture. Diet-related subreddit themes encompassed the conceptualization of ON as health perfectionism, ON’s underlying mental health concerns, and ON pathology as the result of problematic norms. The analysis of 246 online comments revealed a wide scope of ON conceptualizations and highlighted the need for a coherent diagnostic model of ON, which takes into account sociocultural as well as individual factors.

Development of A Framework for an Asynchronous Discussion Forum through an E-Learning Platform

Throughout the last several decades, the digital era has expanded the process of information sharing in classroom instruction in novel and surprising ways with reference to a wide variety of complex challenges. As a result, effective interactive e-learning management is critical for removing barriers to "knowledge acquisition, exchange, and construction" in this global learning community. According to a review of the pertinent literature, digital and social learning platforms, such as learning management systems (LMS), are effective guides for accomplishing comprehensive online learning. Using a quantitative approach, this paper illustrates the authors’ efforts to develop a social constructivist framework to facilitate formative assessment of an asynchronous discussion forum on various socio-scientific issues (SSI) among teenagers during the initial phase of the project. A learning management system (LMS) was utilised to collect data on project-based activities that encourage inquiry-based and problem-based learning (PBL) following the "Analyze, Design, Development, Implementation, and Evaluation" (ADDIE) model. Different methods of evaluation were implemented to determine the effectiveness of this approach in facilitating the discussions as well as to observe how students' participation in an asynchronous discussion forum improves their overall level of knowledge construction, interaction, and social network analysis (SNA). The important benefits of sharing information are looked at, and future research, innovative projects, and recommendations are shown and predicted.

Exploring social complexities of the COVID-19 pandemic on maternal anxiety: A mixed-methods observational cohort study.

INTRODUCTIONThe aim of this mixed-methods, small-scale observational cohort study was to examine if anxiety in pregnant women increased during the COVID-19 pandemic and to examine the subsequent impact on birth outcomes and psychological well-being. This research was conducted across two hospital sites in North London, with participation from 194 pregnant women.METHODSThe GAD-7 questionnaire assessed for mild, moderate and high anxiety at one time point during the antenatal period and was repeated 6 weeks postnatally. Women with moderate to high scores on the GAD-7 were invited to participate in semi-structured interviews. The primary outcome measure was assessment of antenatal and postnatal anxiety. Secondary outcome measures assessed if women with moderate/high GAD-7 scores were more likely to develop a mental health condition during pregnancy, or up to 6 weeks postnatally, and if risk of preterm birth (<37 weeks gestation) and instrumental birth or cesarean section increased.RESULTSPearson’s correlation indicated a positive and significant correlation between the COVID-19 pandemic, and increased self-reported antenatal GAD-7 anxiety scores (r=0.47, n=194, p<0.001). GAD-7 scores were higher during pregnancy compared to the postnatal period [t(193)=4.63; p=0.001; 95% CI: 0.87–2.16]. Logistic regression did not show an increased likelihood of preterm birth [χ²(1, n=184)=0.999; p=0.971] or instrumental/cesarean section birth in women who scored moderately to highly on the antenatal GAD-7 [χ²(1, n=184)=2.73; p=0.165]. Qualitative analysis was carried out within a social constructionist framework and identified the following themes: anxiety, maternity care, social impact, and coping.CONCLUSIONSPregnant women self-reported an increase in antenatal anxiety during July 2020 to April 2021 of the COVID-19 pandemic. Moderate to high anxiety scores were not found to increase the likelihood of preterm birth and birth intervention or developing a mental health condition up to 6 weeks postnatally.