“Effects of the COVID-19 pandemic on university students’ physical health, mental health and learning, a cross-sectional study including 917 students from eight universities in Germany”

Abstract

The COVID-19 pandemic has severely affected physical and mental health. Since its commencement in 2020, social distancing has become the “new normal”. Temporary lockdowns and distance learning have disproportionately affected young adults, including university students. To identify effects of the pandemic on university students’ physical and mental health and learning, this empirical study included eight universities in Heidelberg, Mannheim and Ludwigshafen. Data was collected in May and June 2020. The self-administered survey was filled by 1,246 university students. 917 students completed the survey in full. 80.6% were bachelor students (n = 738), the mean semester was 3.8 and mean age was 23.1 years. 51.8% (n = 472) were female students and 47.4% (n = 432) male students. 38.5% (n = 352) stated a deterioration in physical health and 53.1% (n = 485) in mental health. From 0 to 10, students rated mean levels of stress highest due to social distancing (5.6), spending most time at home (5.0) and e-learning (4.5). Compared to male students, female students’ mental health worsened significantly (58.7% vs. 46.8%). A logistic regression analysis identified gender having a significant effect on university students’ stress levels: males seemed to have a lower risk of moderate to high levels of stress compared to females (odds ratio = 0.698; 95% CI = 0.515 to 0.945). Age, city of university and semester did not show a significant effect. The results are important to both regional and international audiences as university students face similar physical and mental health challenges due to the pandemic and its public health measures. Low-threshold initiatives are needed to mitigate the effects of the pandemic. These may include measures to reinforce students’ locus of control, sense of belonging, relaxation and mindfulness as well as (online) counselling services. Gender-specific differences must be taken into account.

Understanding the role of stress, personality and coping on learning motivation and mental health in university students during a pandemic

“…This exceeded that reported in pre-pandemic populations of students and non-students of similar age [13,19,20] and the average GHQ score was higher compared with pre-pandemic normative student populations [58]. This reflects the marked stress associated with living and learning during a pandemic and the pattern of results is consistent with that found across Europe and the international comparisons made earlier [27][28][29][30][31][32][33].…”

“…In a longitudinal survey of 454 students in Italy, higher rates of mental health symptoms, related to depression, anxiety and obsessive-compulsive tendencies, were reported during lockdown, compared to when restrictions were lifted and females suffered disproportionately more [30]. A similar sex difference and overall deterioration in physical and mental health was observed in a longitudinal test in May and June, 2020, in university students in Germany (n = 917), [31].…”

Stressful Events, Psychological Distress and Well-Being during the Second Wave of COVID-19 Pandemic in Spain: A Gender Analysis

“…In a study conducted between March 17 and May 1, 2020, with respondents from 48 countries, elevated stress levels were identified with significantly higher scores among women, young people, students, and those who expressed concern about getting infected and considered themselves to be at high risk (Gamonal-Limcaoco, 2022). Changes in routine and lifestyle resulting from the pandemic have been acknowledged as particularly stressful among students since they are directly affected by school and university closures, isolation measures, leisure center closures, and social distancing, or any other measures affecting major areas of functioning (peer interaction, studies, family life and leisure) in adolescents and young adults (Ata et al, 2021 ; Gewalt et al, 2022 ; Hagedorn et al, 2022 ).…”

The impact of the Covid-19 pandemic on college students with marginalized identities

“…Finally, the research supports early intervention. Many studies have advocated that tailored (i.e., targeted toward specific populations) support services be in place for students when they arrive on campus (Gewalt et al, 2022) and others recommend that this intervention take place before they arrive on campus, with a focus on preparing students and their families for the transition to college (Campbell et al, 2022). This is an initiative with a great deal of potential that must be explored further.…”

“…A nationwide survey conducted in China found that mental health problems, including anxiety and depression, were widespread among Chinese college students during the pandemic (Wu et al, 2021). A cross-sectional study conducted across 917 colleges and universities in Germany concluded that university students are a vulnerable group with regard to the short-term and long-term effect of Covid-19 on well-being (Gewalt et al, 2022). A review of the literature clearly shows that the Covid-19 pandemic has impacted college students all around the world.…”