Impact of COVID‐19 on Psychology among the University Students

Abstract

threatens to cause a humanitarian crisis in this country. According to the World Bank data, in Bangladesh, 15% of workers earn more than 500 taka ($5.90) a day and the economic shutdown sparked by COVID-19 endangers millions of livelihoods imminently. The people could meet their daily expenditures, sent their children to school, and expected that they could save money for an emergency health crisis. The majority of villagers depend on remittances from the cities or overseas. However, for the current global crisis, people are out of work. Income has halted. Based on the report of the Reuters, the COVID-19 pandemic was confirmed to have spread to Bangladesh on March 2020 after recognizing the first three known cases reported on March 7, 2020, by the Institute of Epidemiology, Disease Control and Research (IEDCR) of the country. [2] According to IEDCR, Bangladesh, the level of infections remained low at the end of March, although there was a precipitous rise in April. In the week ending April 16, new cases in Bangladesh grew 1155%, the highest in Asia, ahead of Indonesia with 186%. As of June 3, 2020, there are a total of 57 563 confirmed cases besides 12 161 recovered and 781 death cases. The novel coronavirus (COVID-2019) is spreading faster all over the country. The current situation imposes massive pressure on the government of Bangladesh, the general public, and healthcare, and medical providers. [3] The pandemic has brought not only the danger of death from the epidemiologic contagion but also an intolerable psychological burden to the people among the world [4,5] and Bangladesh is not out of the problems. The faster spread of the virus; strict isolation measures; and delays in starting schools, colleges, and universities across the country are anticipated to influence the psychology of university students. [6] Psychological reports indicate the influence of the epidemic on the children, public, older adults, medical staff, and patients. [7-9] However, no thorough research on the psychology of university students facing the epidemic has been conducted to date. Like other sectors, the education sector has been affected severely in Bangladesh. On March 17, 2020, the government closed all schools, colleges, and universities when Bangladesh had eight confirmed cases. Among 853 267 students out of 104 universities in Bangladesh, the number of public universities is 33 with 454 530 students, and the number of private universities is 71 with 398 737 students. The average student The purpose of the study is to find out the psychological impact of the COVID-19 pandemic on university students. The study focuses on the university students from different public and private universities of Bangladesh through a set of questionnaires according to the guideline of Generalized Anxiety Disorder Scale (GAD-7). The result among 15 543 respondents shows that 44.59% are suffering from severe anxiety, 48.41% moderate anxiety, and only 3.82% mild anxiety. The results highlight that all epidemic-related stressors are positively correl...

Mental Disorders of Bangladeshi Students During the COVID-19 Pandemic: A Systematic Review

“…), financial uncertainty, exposure to COVID-19 news in social media and mass media Mild to extremely severe Faisal et al (2021) 33 University students; 874 Snowball Age group: 17 to 38 years; Mean age: 22.83± 2.79 y GAD-7 and CESD-R-10 A ≥10, D ≥10 A: 40% D:72% A and D: Worrying about the effects of COVID-19 A: Moderate to severe D: NR Islam et al (2020) 34 University students; 3122 Convenience Age group: 18 to 29 years; Mean age: 21.4 ± 2 y DASS-21 A ≥ 8, D ≥10, S ≥15 A: 71.5% D:76.1% S: 70.1% D, A, and S: Gender, age, having ≥5 family members, residence, physical exercise, sleep dissatisfaction, more internet time, academic dissatisfaction due to the COVID-19 circumstances, and smoking status At least mild symptoms Dhar et al (2020). 35 University students; 15,543 NR NR GAD-7 NR A: 96.82% Gender, residence, living with their parents, financial condition, being infected with COVID‐19 among relatives or friends Mild to severe Abbreviations : A, anxiety; D, depression; S, stress; NR, not reported; PHQ, Patient Health Questionnaire; GAD, Generalized Anxiety Disorder; HADS, Hospital Anxiety and Depression Scale; DASS-21, Depression, Anxiety, Stress Scale 21; CESD-R-10, Center for Epidemiologic Studies Depression Scale Revised. …”

Depression and Creativity During COVID-19: Psychological Resilience as a Mediator and Deliberate Rumination as a Moderator

“…A survey of 1,770 Chinese citizens showed a 47.1% prevalence of depression and an 18.2% prevalence of major depressive symptoms due to social isolation and other reasons ( Ran et al, 2020 ). Similarly, a longitudinal investigation showed that the stress of the pandemic has had a significant impact on the college students ( Wang et al, 2020 ), who showed varying degrees of anxiety and depression due to factors such as financial pressure and academic delays ( Dhar et al, 2020 ). Therefore, it is important to focus on the emotional impact of the pandemic on people.…”

Hybrid online-flipped learning pedagogy for teaching laboratory courses to mitigate the pandemic COVID-19 confinement and enable effective sustainable delivery: investigation of attaining course learning outcome

“…Ideally, both genders should be involved in future studies to investigate any potential differences between their educational experiences and validate the anticipated equality in educational attainments. The second limitation is that the study should be reproduced in appropriate circumstances without potential physiological effects such as the predominance of stress and anxiety among home-quarantined students who are affected by the pandemic COVID-19 confinement, to validate the impact of the hybrid online-flipped teaching approach on the attainment of CLOs (Dhar et al 2020 ; Maqsood et al 2021 ; Chaturvedi et al 2021 ; Tang et al 2020 ).…”

“…The impact of the COVID-19 epidemic on teaching labs' educational outcomes is not clear yet. Although numerous publications exist in the literature examined the epidemic impact on psychological behavior among undergraduates (Dhar et al 2020 ; Maqsood et al 2021 ; Chaturvedi et al 2021 ; Tang et al 2020 ) and on medical education (Hung et al 2020 ; Liu et al 2020 ; Loch et al 2021 ; Shih et al 2020 ), no empirical study currently exists that evaluated the impact of the COVID‐19 on online Lab education, especially in engineering curricula. In this paper, we study how have hybrid online-flipped learning pedagogy of teaching laboratory courses impacted course learning outcomes in the Unit Operations Laboratory course in the chemical engineering program at Qatar University to alleviate the pandemic's impact COVID-19 confinement.…”