Stress and Social Isolation- A Study of Behavioural and Attitudinal Changes among College Students During Covid-19

Impact of COVID‐19 pandemic on sleep of undergraduate students: A systematic literature review

“…Prevalence studies report significant percentages of undergraduate students experiencing some degree of sleep problem (Batra et al., 2021; Deng et al., 2021). The same can be said about single‐country cross‐sectional studies, while longitudinal studies specifically reported increased rates of sleep problems during the pandemic (Aamir & Winkel, 2021; Alyoubi et al., 2021; Bashir et al., 2021; Cleofas, 2021; Lai et al., 2021; Martínez‐Lezaun et al., 2020; Sadasivan et al., 2021; Sultana et al., 2021).…”

“…In India, nearly 80% reportedly suffered from lack of sleep ( n = not reported), while in a separate Bangladeshi study from what was included in Deng et al. (2021), 68.57% reportedly had sleep problems during the lockdown ( n = 3777) (Sadasivan et al., 2021; Sultana et al., 2021). In Saudi Arabia, over one‐third reported that sleep has been impacted and worsened during the pandemic, and more than half reported some degree of sleep disruption ( n = 575) (Alyoubi et al., 2021).…”

“…Several factors have been reported to be associated with poor sleep quality, these include COVID‐19 stressors (e.g., social stressors, financial stressors, school‐related stressors), perceiving COVID‐19 as unpreventable and incurable, increased local COVID‐19 related deaths, negative affect, increased gadget screen time, depression symptoms, physical symptoms, and being a female (Amerio et al., 2020; Atlam et al., 2021; Benham, 2020; Cellini et al., 2020; Evans et al., 2021; Ge et al., 2020; Graupensperger et al., 2021; Islam et al., 2020; Li, Bai et al., 2020; Mack et al., 2021; Marelli et al., 2021; Pavithra & Sundar, 2020; Saxena et al., 2021; Somma et al., 2020; Sultana et al., 2021; Ye et al., 2021; Zhang et al., 2020). In addition, those with greater psychological suffering, fear of COVID‐19, and in social isolation were associated with poor sleep quality as assessed by non‐PSQI tools (Modena et al., 2021; Mota et al., 2021; Sadasivan et al., 2021). In addition, nightmares have also been reported to have impaired his sleep quality (Jafari et al., 2021).…”

“…Various factors were found to be associated with sleep disturbances. These include psychological (e.g., stress, depression, anxiety, fear, discrimination, shame, internalized stigma, negative affect, lower psychological resilience), behavioural (e.g., increased digital media use, FOMO, decreased independent decision‐making), environmental (e.g., school‐related COVID stress, living in rural areas), demographic (e.g., being female, being a college student), and socio‐economic factors (e.g., social‐ and finance‐related stress, being an unemployed working student, disrupted access to mental health services) (Alyoubi et al., 2021; Amerio et al., 2020; Atlam et al., 2021; Benham, 2020; Cellini et al., 2020; Duong, 2021; Escobar et al., 2020; Evans et al., 2021; Ge et al., 2020; Giner‐Murillo et al., 2021; Graupensperger et al., 2021; Hayran & Anik, 2021; Islam et al., 2020; Li, Zheng et al., 2020; Mack et al., 2021; Modena et al., 2021; Mota et al., 2021; Pavithra & Sundar, 2020; Sadasivan et al., 2021; Saxena et al., 2021; Seven et al., 2021; Somma et al., 2020; Sultana et al., 2021; Tahara et al., 2021; Totskiy et al., 2021; Ye et al., 2021; Yu et al., 2021; Zhang et al., 2020; Zhou et al., 2020).…”

“…Now that these students have been confined to their homes, this novel environment introduces even more challenges on top of their pre‐existing worries since an online set‐up additionally raises problems of accessibility, affordability, flexibility, and fulfilment of home responsibilities on top of school requirements (Pokhrel & Chhetri, 2021; Rotas & Cahapay, 2020). Undoubtedly, the shift to distance learning and social isolation are stressful phenomena for these students (Fruehwirth et al., 2021; Gusman et al., 2021; Sadasivan et al., 2021). Prior studies have shown that social connection has implications on sleep during this transitional period in their lives (i.e., first year undergraduates with greater daily social interaction benefited with a more robust cortisol awakening response, longer time spent in bed, and longer time asleep) (Gusman et al., 2021; Sladek & Doane, 2015).…”