Factors associated with symptoms of depression, anxiety, and stress post-COVID-19, in university students: a cross-sectional study, Minas Gerais, 2023-2024Abstract
Objective To identify the prevalence and factors associated with symptoms of depression, anxiety, and stress among university students in Minas Gerais after the COVID-19 pandemic.
Methods A cross-sectional study was conducted with students from four federal universities in Minas Gerais. Data collection was carried out online. To identify associated factors, a structured questionnaire was administered, encompassing sociodemographic, clinical, and academic variables, as well as the Depression, Anxiety, and Stress Scale (DASS-21). To determine the risk and protective factors associated with the investigated symptoms, a multivariate logistic regression analysis was performed, with a 5% significance level.
Results A total of 2,333 students participated in the study, comprising 75.6% (n=1,764) females and 24.4% (n=569) males, aged 18 to 62 years. The prevalence of symptoms was 77.2% (n=1,802) for depression, 76.8% (n=1,790) for anxiety, and 77.3% (n=1,803) for stress. Identified risk factors for all three outcomes were female sex (p-value<0.050), overload with academic routine after the pandemic (p-value<0.001), and the impact of the pandemic on academic performance (p-value<0.001) and future professional outlook (p-value<0.001). Family income equal to or above four minimum wages was a protective factor against symptoms of depression, anxiety, and stress (p-value<0.001). Receiving a student scholarship was specifically a protective factor for symptoms of anxiety (p-value 0.046).
Conclusion A large proportion of university students in Minas Gerais presented symptoms of depression, anxiety, and stress after the COVID-19 pandemic. The implementation of psychosocial policies and interventions grounded in the identified protective factors is necessary.
Keywords
Mental Disorders; Universities; COVID-19; Risk Factors; Health Surveys
Resumo
Objetivo Identificar a prevalência e os fatores associados aos sintomas de depressão, ansiedade e estresse em universitários de Minas Gerais após a pandemia da covid-19.
Métodos Estudo transversal realizado com estudantes de quatro universidades federais de Minas Gerais. A coleta de dados foi conduzida de forma online. Para identificar os fatores associados, utilizou-se um questionário estruturado contendo variáveis sociodemográficas, clínicas e acadêmicas, além da Escala de Depressão, Ansiedade e Estresse (DASS-21). A fim de determinar os fatores de risco e proteção para os sintomas investigados, foi realizada regressão logística multivariada, considerando nível de significância de 5%.
Resultados Participaram do estudo 2.333 universitários, sendo 75,6% (n=1.764) do sexo feminino e 24,4% (n=569) do sexo masculino, com faixa etária entre 18 e 62 anos. A prevalência de sintomas de depressão foi 77,2% (n=1.802); ansiedade, 76,8% (n=1.790); e estresse, 77,3% (n=1.803). Identificaram-se como fatores de risco para os três desfechos: sexo feminino (p-valor<0,050), sobrecarga com a rotina universitária após a pandemia (p-valor<0,001) e influência da pandemia no desempenho acadêmico (p-valor<0,001) e na perspectiva de futuro profissional (p-valor<0,001). A renda familiar igual ou superior a quatro salários mínimos configurou-se como fator de proteção para sintomas de depressão, ansiedade e estresse (p-valor<0,001). O recebimento de bolsa estudantil foi fator de proteção especificamente para sintomas de ansiedade (p-valor 0,046).
Conclusão Grande parte dos universitários de Minas Gerais pesquisados apresentou sintomas de depressão, ansiedade e estresse após a pandemia da covid-19. São necessárias implementação de políticas psicossociais e intervenções fundamentadas nos fatores de proteção identificados.
Palavras-chave
Transtornos Mentais; Universidades; COVID-19; Fatores de Risco; Inquéritos Epidemiológicos
Resumen
Objetivo Identificar la prevalencia y los factores asociados a los síntomas de depresión, ansiedad y estrés en estudiantes universitarios de Minas Gerais después de la pandemia de COVID-19.
Métodos Estudio transversal realizado con estudiantes de cuatro universidades federales de Minas Gerais. La recolección de datos se llevó a cabo de forma online. Para identificar los factores asociados, se utilizó un cuestionario estructurado que incluía variables sociodemográficas, clínicas y académicas, además de la Escala de Depresión, Ansiedad y Estrés (DASS-21). Con el fin de determinar los factores de riesgo y protección para los síntomas investigados, se realizó regresión logística multivariada considerando un nivel de significancia del 5%.
Resultados Participaron del estudio 2.333 estudiantes universitarios, de los cuales el 75,6% (n=1.764) eran mujeres y el 24,4% (n=569) hombres, con edades entre 18 y 62 años. La prevalencia de síntomas de depresión fue del 77,2% (n=1.802); ansiedad, 76,8% (n=1.790); y estrés, 77,3% (n=1.803). Se identificaron como factores de riesgo para los tres desenlaces: sexo femenino (p-valor<0,050), sobrecarga con la rutina universitaria después de la pandemia (p-valor<0,001) e influencia de la pandemia en el desempeño académico (p-valor<0,001) y en la perspectiva de futuro profesional (p-valor<0,001). El ingreso familiar igual o superior a cuatro salarios mínimos se configuró como factor de protección para los síntomas de depresión, ansiedad y estrés (p-valor<0,001). La recepción de beca estudiantil fue un factor de protección específicamente para los síntomas de ansiedad (p-valor 0,046).
Conclusión Gran parte de los estudiantes universitarios de Minas Gerais encuestados presentó síntomas de depresión, ansiedad y estrés después de la pandemia de COVID-19. Es necesaria la implementación de políticas psicosociales e intervenciones basadas en los factores de protección identificados.
Palabras clave
Transtornos Mentales; Universidades; COVID-19; Factores de Riesgo; Encuestas Epidemiológicas
This research respected ethical principles, having obtained the following approval data::
Research ethics committee: Universidade Federal de Viçosa
Opinion number: 5,700,107
Approval date: 14/10/2022
Certificate of submission for ethical appraisal: 63318222,0,0000,5153
Informed consent form: Exempt.
Introduction
Mental disorders represent a significant global public health issue and were exacerbated by the COVID-19 pandemic (1,2). The World Mental Health International College Student project, conducted by the World Health Organization across 19 higher education institutions in eight countries in Europe, the Americas, Africa, and Oceania, showed that university students are more prone to developing mental disorders, especially mood and anxiety disorders, compared with the general population (3). This trend is related to both stressors in the academic environment and the transitional stage of life typical of this period (3).
In addition, these students often do not seek appropriate treatment, which may lead to worsening of conditions and the development of harmful health behaviors such as smoking, illicit drug use, insomnia, and poor academic performance (4).
During the pandemic, this group faced additional stressors, since public health control measures directly affected the functioning of educational institutions (5). In Spain, in 2020, young people aged 18 to 25 years—especially university students—reported more symptoms of depression, anxiety, and stress, attributed to the need to adapt to distance learning (6).
Although the World Health Organization declared the end of the pandemic in 2022, global mental well-being had not been fully restored, due to the subsequent economic recession and prolonged social isolation (7,8).
In the post-pandemic period, concerns regarding the mental health of university students became evident (9,10). In Peru, in 2022, low levels of depression and anxiety and moderate levels of stress were observed, with associations identified between these outcomes, sex, and age group (9). In Chile, in 2022, students reported high prevalence of depression (63.0%), anxiety (69.0%), and stress (57.0%) symptoms, with greater impact among women and sexual minorities (10).
In Brazil, a high prevalence of symptoms of depression, anxiety, and stress was identified among university students in the post-pandemic context, between September 2022 and September 2023, with particularly severe levels of anxiety, indicating the high vulnerability of this population (11). However, investigations of socioeconomic, clinical, and academic risk and protective factors influencing these symptoms remain limited at the national level. Therefore, specific regions of Brazil may present distinct characteristics and, consequently, different impacts on mental health.
In light of this epidemiological scenario among university students after the COVID-19 pandemic (11), it is necessary to investigate socioeconomic, clinical, and academic factors associated with symptoms of depression, anxiety, and stress to support public policies and institutional strategies that promote mental health care for this population in times of crisis. This study aimed to identify the prevalence and factors associated with symptoms of depression, anxiety, and stress among university students in Minas Gerais after the COVID-19 pandemic.
Methods
Study design and setting
This cross-sectional study was conducted between January 2023 and April 2024 across 15 campuses of four federal universities in Minas Gerais.
At the time, the first university had five campuses located in the Metropolitan and Northern regions, offering 79 undergraduate programs. The second university had three campuses in the Metropolitan region, offering 56 programs. The third university had three campuses distributed across the Zona da Mata, Metropolitan, and Alto Paranaíba/Triângulo Mineiro regions, with 67 programs. The fourth university offered 38 programs across four campuses located in the Southern and Southwestern regions of the state. The selection of these institutions considered both the regional coverage of their campuses and the participation of collaborating researchers linked to the study.
Participants
A total of 67,110 students, including both sexes, participated in the study, distributed as follows: 33,900 at the first university, 13,110 at the second, 14,000 at the third, and 6,100 at the fourth. The inclusion criteria were: being 18 years of age or older, being regularly enrolled in any semester of undergraduate programs at one of the four universities, and having sufficient time to participate in the online data collection. Exclusion criteria were: graduate students, those without internet access at the time of data collection, and those who did not fully complete the questionnaire.
Variables
Symptoms of depression, anxiety, and stress were considered primary outcomes/dependent variables. Sociodemographic, clinical, and academic variables were considered explanatory variables/covariates.
Sociodemographic variables collected included: sex (female, male), race/skin color (White, Brown [Brazilian mixed race], Black, Asian, Indigenous), marital status (single, married/stable union, divorced, widowed), current employed at the time (yes, no), family income—in minimum wages (R$1,320.00) at the time of data collection (up to three, four or more), and housing (with family, student shared housing, living alone, residence hall, boarding house).
Clinical variables were: confirmed COVID-19 diagnosis (yes, no), clinical diagnosis of psychosocial adaptation disorders (yes, no), and psychotropic drug use (yes, no).
Academic variables were: field of study (biological and health sciences; humanities, arts, and literature; exact and technological sciences; agricultural sciences), student scholarship—teaching, research, or extension (yes, no), student assistance (yes, no), feeling more overloaded with the academic routine after the COVID-19 pandemic (yes, no), whether the COVID-19 pandemic influenced academic performance (yes, no), and whether the COVID-19 pandemic influenced future professional outlook (yes, no).
Data sources and measurement
Sociodemographic, clinical, and academic characteristics were collected using a structured questionnaire developed by the authors and reviewed by four experienced nurses in mental health. All suggestions were accepted. It was then answered by three undergraduate students from different programs and semesters to assess their comprehension of the item.
To measure the presence of symptoms of depression, anxiety, and stress, the Depression, Anxiety, and Stress Scale (DASS-21) was used. (12). The scale is self-reported, allowing remote administration. It consists of 21 items distributed across three subscales that assess symptoms over the past week through seven questions, each with four response options (0=did not apply at all; 1=applied to some degree, or for a short time; 2=applied to a considerable degree or for a good part of the time; 3=applied very much or most of the time) (12). The sum of each subscale, multiplied by two, provided the total score for each dimension (12). The cutoff points of the DASS-21 for each dimension (12) are presented in Table 1. The scale was translated and validated for the Brazilian version, demonstrating adequate psychometric properties (12). In this sample, Cronbach’s alpha for the overall DASS-21 was 0.944 (for the subscales: depression 0.901, anxiety 0.867, and stress 0.885), indicating high internal consistency of the instrument (13).
Cutoff points for symptoms of depression, anxiety, and stress according to the Depression, Anxiety, and Stress Scale (DASS-21)
Data collection procedures
The study was disseminated through the official communication channels of the universities, including invitations sent to students’ institutional e-mails by the academic registry offices, as well as the distribution of flyers on campus premises. Participants who agreed to take part digitally signed the informed consent form. Subsequently, they completed the data collection online.
Study size
The following formula was applied to calculate the sample size: n=(z2.p(1-p)/e2)/1+(z2.p(1-p)/e2N), where z=z-score (for a 95.0% confidence level, z=1.96); p=prevalence of cases with the studied characteristic (a conservative estimate of 50.0% was adopted); e=margin of error; and N=population size. Considering a population of 67,110 students and a 2.0% margin of error, the minimum estimated sample size was 2,319 students.
Statistical methods
Statistical analyses were performed using IBM SPSS Statistics for Windows, version 26. Descriptive statistics were applied to summarize the sociodemographic, clinical, and academic characteristics of participants, as well as to estimate the prevalence of symptoms of depression, anxiety, and stress.
Pearson’s chi-square test was used to assess the association between symptoms of depression, anxiety, and stress and potential risk or protective factors. The multicollinearity of variables was also evaluated. The variance inflation factor test indicated values close to 1, showing no multicollinearity issues. Dependent variables were defined as the presence or absence of symptoms of depression, anxiety, and stress, based on DASS-21 scores, grouped into two categories: 0=normal and 1=mild, moderate, severe, or extremely severe.
Sociodemographic, clinical, and academic variables were considered explanatory and included in the multiple logistic regression model using the backward method. This model estimates probabilities and provides parameters associated with odds ratios (OR), which represent the adjusted odds ratio considering the other factors included in the model (14).
Model fit was assessed using the Hosmer-Lemeshow test for depression, anxiety, and stress symptoms. Adjusted odds ratios, along with 95% confidence intervals (95%CI), were estimated to identify factors associated with the investigated symptoms. Associations were considered statistically significant when p-value<0.05.
Results
A total of 2,404 university students responded to the survey. Of these, 71 were excluded for the following reasons: they were graduate students (n=63); refused to participate (n=5); did not complete the questionnaire (n=2); or were under 18 years of age (n=1). Therefore, 2,333 students were eligible for the study: 32.5% (n=759) from the first university, 33.6% (n=785) from the second, 21.7% (n=506) from the third, and 12.1% (n=283) from the fourth.
The sociodemographic, clinical, and academic characteristics of the sample are shown in Table 2. The age range was 18–62 years, with a mean of 23.4±5.5.
Absolute (n) and relative (%) frequencies of sociodemographic, clinical, and academic characteristics of university students after the COVID-19 pandemic. Minas Gerais, 2024 (n=2,333)
Among the 2,333 students, 77.2% (n=1,802) presented symptoms of depression, 76.8% (n=1,791) of anxiety, and 77.3% (n=1,804) of stress. Mean scores indicated moderate levels of depression symptoms (19.6±11.8) and stress (24.1±11.1), and a severe level of anxiety symptoms (17.6±11.5). The prevalence and severity of symptoms of depression, anxiety, and stress are presented in Table 3.
Absolute (n) and relative (%) prevalences of depression, anxiety, and stress symptoms among university students after the COVID-19 pandemic. Minas Gerais, 2024 (n=2,333)
Sex, family income, overload with the university routine, and the impact of the pandemic on academic performance and professional future outlook were simultaneously associated with symptoms of depression, anxiety, and stress (p-value<0.001). Student assistance was associated with symptoms of depression (p-value<0.001) and anxiety (p-value 0.001), and housing was associated with symptoms of depression (p-value 0.049) (Table 4).
Association of sociodemographic, clinical, and academic variables with the presence of depression, anxiety, and stress symptoms in university students after the COVID-19 pandemic. Minas Gerais, 2024 (n=2,333)
Risk and protective factors identified through multivariate logistic regression are presented in Table 5. Risk factors included: female sex for symptoms of depression (OR 1.27; 95%CI 1.01; 1.60), anxiety (OR 2.33; 95%CI 1.87; 2.90), and stress (OR 2.20; 95%CI 1.76; 2.74); overload with the university routine after the pandemic for symptoms of depression (OR 2.57; 95%CI 2.03; 3.26), anxiety (OR 2.36; 95%CI 1.86; 2.99), and stress (OR 2.37; 95%CI 1.87; 3.01); impact of the pandemic on academic performance for symptoms of depression (OR 2.41; 95%CI 1.85; 3.13), anxiety (OR 1.91; 95%CI 1.46; 2.50), and stress (OR 1.99; 95%CI 1.52; 2.60); and impact of the pandemic on professional future outlook for symptoms of depression (OR 2.01; 95%CI 1.62; 2.50), anxiety (OR 1.95; 95%CI 1.56; 2.42), and stress (OR 1.96; 95%CI 1.58; 2.44).
Adjusted odds ratio (OR) and 95% confidence intervals (95%CI) of factors associated with the presence of depression, anxiety, and stress symptoms in university students after the COVID-19 pandemic. Minas Gerais, 2024 (n=2,333)
A family income of four or more minimum wages was a protective factor for symptoms of depression (OR 0.55; 95%CI 0.45; 0.68), anxiety (OR 0.61; 95%CI 0.50; 0.75), and stress (OR 0.66; 95%CI 0.54; 0.81). Receiving a student scholarship was a protective factor for symptoms of anxiety (OR 0.77; 95%CI 0.60; 0.99).
Discussion
A prevalence above 75.0% of symptoms of depression, anxiety, and stress was identified among university students in Minas Gerais after the COVID-19 pandemic. Levels were moderate for depression and stress and severe for anxiety. Female sex, overload with the university routine after the pandemic, and its impact on academic performance and professional future outlook were risk factors for these symptoms. On the other hand, family income equal to or greater than four minimum wages emerged as a protective factor for symptoms of depression, anxiety, and stress. Receiving a student scholarship was a protective factor for symptoms of anxiety.
This study had limitations that should be considered. Online data collection did not guarantee that the questionnaires were answered by the students themselves or exclusively by participants from the selected institutions, although dissemination occurred only through official channels. Additionally, the online collection hindered the precise calculation of the response rate, limited participation among students without internet access, and was susceptible to sample losses inherent to this type of survey.
Another limitation referred to the temporal heterogeneity of the sample, as some students entered the university after the pandemic, which may have influenced the observed mental health effects. Furthermore, although a validated tool was used to assess symptoms, it does not replace a clinical diagnosis, which in this study was based on self-report and may have introduced information bias. Finally, associations with adjusted odds ratios below 1.5 should be interpreted with caution, as they are considered small from an epidemiological perspective, making it difficult to distinguish between causality and chance effects (15).
Despite these limitations, this study is relevant as one of the first to identify sociodemographic, clinical, and academic factors associated with symptoms of depression, anxiety, and stress among university students in Minas Gerais after the COVID-19 pandemic.
Globally, there is evidence of serious implications of COVID-19 for students’ mental health in the post-pandemic period (10,16). In Chile, in 2022, the prevalence of symptoms was approximately 63.0% for depression, 69.0% for anxiety, and 57.0% for stress (10). In Brazil, the prevalence remained similar between October 2022 and April 2024, with approximately 77.0% of students presenting symptoms of all three conditions (16), consistent with the findings of this investigation. These results suggest that university students experience intense emotional, cognitive, and physiological reactions in response to high academic demands, increased requirements of in-person learning, and the process of adapting to a new routine after more than two years of the pandemic (17).
Multivariate analyses revealed that women were more likely to present symptoms of depression, anxiety, and stress compared with men. Physiological factors such as hormonal variations throughout the menstrual cycle, genetic factors, and psychosocial conditions may contribute to greater emotional vulnerability among women (18–20). In general, they tend to express emotions with greater intensity, which, in contexts marked by uncertainties and instabilities such as those experienced during the pandemic, may have intensified these responses and contributed to their persistence even after the pandemic period ended (21). Evidence also suggests that, when facing traumatic events, women may have fewer effective coping strategies, while men tend to present greater emotional resilience (20,22).
The COVID-19 pandemic also negatively impacted the financial situation of many families, directly affecting psychological well-being (21). In this study, an inverse relationship was identified between family income and the occurrence of emotional disorders among students. Indeed, economic vulnerability is recognized as a risk factor for the development of mental disorders (19,23). Moreover, it represents a barrier to accessing specialized services, especially in countries where public health systems are unable to meet demand. The scarcity of financial resources may also hinder the adoption of healthy lifestyle habits (24), which, in turn, contributes to impaired mental health.
It was found that receiving a student scholarship was associated with a lower occurrence of anxiety symptoms. This type of support is relevant not only because it contributes to the student’s financial situation but also because it enhances academic and professional development by enabling participation in extracurricular teaching, research, and extension activities during undergraduate studies. By engaging in these activities, students have the opportunity to develop additional intellectual and practical skills, which may strengthen resilience in the face of academic demands and, consequently, contribute to reduced anxiety levels.
Overload with the university routine after the COVID-19 pandemic was a prevalent risk factor and had the greatest impact on the presence of symptoms of depression, anxiety, and stress. Regardless of the crisis context, academic life is filled with activities that may lead students to perceive themselves as being overloaded (25). This perception may represent a vulnerability factor for academic stress, favoring the development of depressive and anxiety symptoms (19).
As evidenced in this investigation, the post-pandemic context intensified the feeling of overload among university students. During the period of social isolation, remote learning was often conducted more flexibly, with fewer demands regarding participation in extracurricular activities. With the return to in-person learning, students once again faced a routine filled with academic demands, combined with the pressure to make up for the time and content lost during the pandemic. This combination may have contributed to worsening perceptions of academic overload.
Students who reported that the pandemic influenced their academic performance were more likely to develop symptoms of depression, anxiety, and stress in the post-pandemic period. During the pandemic, several factors contributed to this perception of academic loss, such as the abrupt transition to remote learning, difficulties adapting to this format, changes in course syllabi and class quality, increased distractions in the home environment, reduced motivation to learn, a tendency toward procrastination, and setbacks in research and extension activities (26).
It is believed that the impacts on academic performance persisted into the post-pandemic period, resulting from the multiple negative factors experienced during the pandemic—academic, personal, family, and social—combined with the need to readjust to in-person learning. Among the challenges faced after returning to in-person classes were the shortened time available for course delivery, the consequent reduction in study time necessary for content assimilation, and the uncertainties, fears, and insecurities that marked this transition process.
Symptoms of mental disorders, such as depression in young adults, are associated with a higher likelihood of developing cognitive deficits, which may impair learning capacity (27). This condition tends to negatively impact academic performance in the university context.
Most students reported that the COVID-19 pandemic influenced their outlook on their professional future, and this variable increased the likelihood of symptoms of depression, anxiety, and stress. This situation probably stems from the reduced time dedicated to practical activities and internships, which compromises professional experience, as well as from delays in graduation and, consequently, late entry into the job market (26). Among university students in Bangladesh, it was found that fear related to COVID-19 was associated with increased anxiety about professional futures, which may generate long-term negative effects on the mental health of this population (28).
The findings of this study may encourage reflections on the institutional responsibility of universities to provide psychosocial support to their students. Furthermore, they provide input for psychosocial care networks within the Brazilian National Health System (Sistema Único de Saúde, SUS) to include this population—often transient across different locations and lacking health references—in their actions. The results highlight the urgent need for intervention strategies targeting young university students, such as reception and support programs and services, especially during entry and adaptation to academic life; student assistance, including housing, scholarships, financial aid, food, and health support; as well as sports and leisure activities and curricular flexibility. These actions may contribute to promoting mental health, improving academic performance, reducing dropout rates, and preparing more resilient professionals for the job market.
For future studies, the adoption of longitudinal designs is recommended to better understand the directionality of the association between symptoms of the triad and sociodemographic, clinical, and academic factors. Additionally, conducting further clinical evaluations by psychiatrists is suggested to confirm the presence of mental disorders.
The main objective of this study was to identify the prevalence of symptoms of depression, anxiety, and stress among university students after the COVID-19 pandemic in Minas Gerais, and their association with socioeconomic, clinical, and academic factors. A large portion of the students surveyed presented these symptoms. Risk factors identified were female sex, overload with university routines after the pandemic, and the pandemic’s influence on academic performance and perspectives on professional futures. On the other hand, financial support, represented by a family income equal to or greater than four minimum wages and receiving a student scholarship, emerged as a protective factor.
These findings underscore the urgency of institutional strategies aimed at supporting mental health within the university environment, as well as the need for coordination between universities and healthcare systems. The implementation of psychosocial policies and interventions grounded in protective factors is essential to address the mental health needs of this population.
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Peer Review Administrator
Izabela Fulone (https://orcid.org/0000-0002-3211-6951)
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Peer Reviewer
Betise Mery Alencar Sousa Macau Furtado (https://orcid.org/0000-0001-6344-8257)
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Data availability
Research data can be obtained upon request to the corresponding author.
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Use of generative artificial intelligence
Not used.
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Funding
The research was funded by the Research Support Foundation of the State of Minas Gerais (Process: APQ-03370-22) and by the National Council for Scientific and Technological Development (Process: 402216/2023-7).
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Edited by
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Editor-in-Chief
Jorge Otávio Maia Barreto (https://orcid.org/0000-0002-7648-0472)
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Scientific Editor
Maria Auxiliadora Parreiras Martins (https://orcid.org/0000-0002-5211-411X)
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Associate Editor
Cristine Vieira do Bonfim (https://orcid.org/0000-0002-4495-9673)
Research data can be obtained upon request to the corresponding author.
