Social Study Resources and Social Wellbeing Before and During the Intelligent COVID-19 Lockdown in The Netherlands

Abstract

The first intelligent COVID-19 lockdown resulted in radical changes within the tertiary educational system within the Netherlands. These changes posed new challenges for university students and many social welfare agencies have warned that it could have adverse effects on the social wellbeing (SWB) of university students. Students may lack the necessary social study-related resources (peer- and lecturer support) (SSR) necessary to aid them in coping with the new demands that the lockdown may bring. As such, the present study aimed to investigate the trajectory patterns, rate of change and longitudinal associations between SSR and SWB of 175 Dutch students before and during the COVID-19 lockdown. A piecewise latent growth modelling approach was employed to sample students’ experiences over three months. Participants to complete a battery of psychometric assessments for five weeks before the COVID-19 lockdown was implemented, followed by two directly after and a month follow-up. The results were paradoxical and contradicting to initial expectations. Where SSR showed a linear rate of decline before- and significant growth trajectory during the lockdown, SWB remained moderate and stable. Further, initial levels and growth trajectories between SSR and SWB were only associated before the lockdown.

COVID-19 Lockdown Effects on Academic Functioning, Mood, and Health Correlates: Data from Dutch Pharmacy Students, PhD Candidates and Postdocs

“…Both decreased [17] and unaltered academic performance [18] have been reported. With respect to student mental health, both a negative impact on mood, feelings of loneliness and the ability to concentrate [19], and no impact on mental health [20], have been reported.…”

A trouble shared is a trouble halved: The role of family identification and identification with humankind in well‐being during the COVID‐19 pandemic

“…As the COVID‐19 pandemic is an international phenomenon characterized by rapid changes and unknown progression (e.g., steady rise in case numbers, constant adaptions to governmental restrictions), individuals may particularly seek psychological security and stabilization. Feeling a sense of ‘we‐ness’ and knowing that people worldwide are going through the same stressful experience may provide such a secure environment during these turbulent times (Dovidio, Ikizer, Kunst, & Levy, 2020 ; Gloster et al, 2020 ; Van Zyl, 2021 ; van Zyl, Rothmann, & Zondervan‐Zwijnenburg, 2021 ). Through the feeling of being in this pandemic together, people may experience this low‐control situation as more controllable.…”

Mental Health during COVID-19 Pandemic: The Role of Optimism and Emotional Regulation

“…In light of the different challenges associated with the current COVID-19 pandemic, university students are considered a population vulnerable to the onset of common mental health problems such as stress, depression and anxiety [4,5]. These could negatively affect their social interactions, motivation, concentration and study engagement [6].…”

“…Several protective factors have been identified that enable the enhancement of student wellbeing, and buffer the effects of risk factors on student stress and psychological distress [26]. These protective factors are particularly effective during the current pandemic, with higher levels of social support (peer and teacher) being able to buffer against mental health issues [4,5]. Further buffering resources also include student characteristics such as emotional regulation and optimism [26,27].…”