Improving Mental Wellbeing of Undergraduate Students During COVID-19 Pandemic

Abstract

The research investigated the emotions and evaluated the effectiveness of undergraduate students on Expressive Writing during the online learning process in the pandemic of COVID-19. The subjects are 122 undergraduate students divided into experiment and control groups. The quasi-experimental and thematic analysis method was used to analyze the data. The data were collected by conducting pretest, observation, and posttest. Warwick-Edinburgh Mental Wellbeing Scale (WEMWBS) was used on pretest and posttest to measure the undergraduate students' mental wellbeing. WEMWBS is a 14-item scale covering subjective wellbeing and psychological functioning. The research reveals three major findings. Firstly, inboth the control and experimental groups, females experienced positive changes in wellbeing scores, while males did not experience positive changes. Secondly, the mean score of mental wellbeing in the control group slightly increases, which is not significant. Thirdly, it also finds no significant difference between pretest and posttest scores in both experiment and control groups. In other words, Expressive Writing could not improve undergraduate students' mental wellbeing. This study's results are valuable for educators, students, and education practitioners to develop mental wellbeing treatment.

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