The Perceived Impact of COVID-19 on Student Well-Being and the Mediating Role of the University Support: Evidence From France, Germany, Russia, and the UK

Abstract

The rapid and unplanned change to teaching and learning in the online format brought by COVID-19 has likely impacted many, if not all, aspects of university students' lives worldwide. To contribute to the investigation of this change, this study focuses on the impact of the pandemic on student well-being, which has been found to be as important to student lifelong success as their academic achievement. Student well-being has been linked to their engagement and performance in curricular, co-curricular, and extracurricular activities, intrinsic motivation, satisfaction, meaning making, and mental health. The purpose of this study was to examine how student perceptions of their degree completion and future job prospects during the pandemic impact their well-being and what role university support plays in this relationship. We used the conservation of resources theory to frame our study and to develop five hypotheses that were later tested via structural equation modeling. Data were collected from 2,707 university students in France, Germany, Russia, and UK via an online survey. The results showed that university support provided by instructors and administration plays a mediating role in the relationship between the perceived impact of COVID-19 on degree completion and future job prospects and levels of student well-being. Student well-being is decreased by their concerns for their degree completion but not by their concerns for future job prospects. In turn, concerns for future job prospects affect student well-being over time. These results suggest that in a “new normal,” universities could increase student well-being by making support to student studies a priority, especially for undergraduates. Also, universities should be aware of the students' changing emotional responses to crisis and ensure visibility and accessibility of student support.

The effect of the Covid-19 pandemic on the mental health of students and teaching staff

“…Due to strict regulation, the students faced sudden changes in their everyday and academic life. Studies confirmed the negative impact of closure, disruption in academic processes, social distancing, and self-isolation on well-being ( Brooks et al, 2020 ; Wang et al, 2020 ; Kohls et al, 2020 ; Capone et al, 2020 ; Stathopoulou et al, 2020 ; Van de Velde et al 2020 , Burns, Dagnall, Holt, 2020 ; Savage et al., 2020 ; Plakhotnik et al 2021 ; Fekete, 2021 ; Fialho et al, 2021 ; Prasath, Mather, Bhat, & James, 2021 ; Dodd, Dadaczynski, Okan, McCaffery, & Pickles, 2021 ).…”

“…A great number of studies described the difficulties students had to encounter due to the pandemic, which had a negative effect on their mental wellbeing ( Brooks et al, 2020 ; Wang et al, 2020 ; Kohls et al, 2020 ; Capone et al, 2020 ; Stathopoulou et al, 2020 ; Van de Velde et al 2020 , Burns, Dagnall, Holt, 2020 ; Savage et al., 2020 ; Plakhotnik et al 2021 ; Fekete, 2021 ; Fialho et al, 2021 ; Prasath, Mather, Bhat, & James, 2021 ; Dodd, Dadaczynski, Okan, McCaffery, & Pickles, 2021 ). Based on the results of these surveys, isolation, difficulties with handling online platforms, anxiety about possible progress with studies, interruption of personal contact with the other students, lecturers and mentors are mentioned as risk factors increasing the number of already existing stress factors related to higher education.…”

Emotional Intelligence and Academic Self-Efficacy in Relation to the Psychological Well-Being of University Students During COVID-19 in Venezuela

“…Similarly, the results are interpreted from Hobfoll’s (1989) conservation of resources theory, which emphasizes that internal resources (such as self-efficacy) at the personal level would allow people to adapt to new, changing, and unfamiliar needs. Before online emergency remote education, the university as an institution could generate external support through either programs or support tutorials that maximized or compensated students’ personal and internal resources that helped to build students’ resilience ( Plakhotnik et al, 2021 ).…”

Mental Health Condition among University Students of Bangladesh during the Critical COVID-19 Period

“…In order to continue online education a few of the universities provided support which was of average quality [ 63 ]. The support by the university was considered as a positive impact of wellbeing [ 64 ]. The current study analyzed university assistance for their students, including any COVID-19-related courses included in their university curriculum, financial and mental help for impoverished students, and online classes.…”