Predictors of University Student Well-being and Post-traumatic Growth in Times of COVID-19 in the Netherlands

Abstract

Given the profound impact of the COVID-19 pandemic on university students’ well-being, investigating how they experienced this challenging period could help universities support students in post-pandemic times. We therefore investigated as a first research aim which factors helped students handle the pandemic – in particular, intolerance to uncertainty, self-compassion, attention regulation, and resilience as predictors of student well-being. Furthermore, going through adversity involves a process of meaning making regarding the challenging period just endured. To this end, we explored post-traumatic growth (PTG) and specific insights students took away from the pandemic as second and third research aim. Using a mixed-method design, we administered a survey including both scales to assess the individual factors and PTG and open-ended questions on students’ positive and negative insights. Multiple regression revealed self-compassion and attention regulation as the most significant protective factors for overall and emotional well-being, followed by resilience. In addition, entering PTG into the regression did not account for a meaningful increase of explained variance, though it significantly predicted well-being. Specifically, the subscales relating to others, life values, and opportunities exhibited predictive strength. Students’ qualitative responses consistently emphasised aspects of PTG, particularly highlighting increased appreciation due to the COVID-19 pandemic. Additional positive and negative insights indicated themes of education, physical and mental well-being, social life, and society. These findings emphasise the role of certain individual factors and illustrate first insights into potential long-term growth, thus offering crucial information for higher education institutions to foster student well-being in post-pandemic times.