Pathways to flourishing among pharmacy students: The role of study demands and lecturer support

Longitudinal Trajectories of Study Characteristics and Mental Health Before and During the COVID-19 Lockdown

“…The results showed that study-related resources significantly decreased before and increased during the lockdown. Perceptions of available study-related resources are known to fluctuate throughout a semester/course ( Basson and Rothmann, 2019 ; Mtshweni, 2019 ). At the beginning of a semester/course, students report an abundance of available SR; however, this starts to dwindle as students progress throughout the semester ( Cheng, 2020 ; Landow, 2006 ; Mtshweni, 2019 ).…”

“…Eisenberg et al (2013) argued that one third of students experience significant MH issues ranging from depression and anxiety to suicidality. These issues stem from stressors such as demanding coursework, time pressure, poor interpersonal relationships with peers/lecturers (Houghton et al, 2012;Basson and Rothmann, 2019;Mertens et al, 2020), social isolation, peer pressure, and study-life imbalances (Bergin and Pakenham, 2015). Studies have shown that students struggle to cope with these demands and, even under "normal" (non-pandemic) circumstances, do not possess the necessary personal resources or SR to buffer against the effects thereof on their MH (Mokgele and Rothmann, 2014).…”

“…The results showed that study-related resources significantly decreased before and increased during the lockdown. Perceptions of available study-related resources are known to fluctuate throughout a semester/course (Basson and Rothmann, 2019;Mtshweni, 2019). At the beginning of a semester/course, students report an abundance of available SR; however, this starts to dwindle as students progress throughout the semester (Cheng, 2020;Landow, 2006;Mtshweni, 2019 workload and time pressure) naturally increase throughout a semester/course, students perceive a decline in the available social study-related resources (peer/lecturer support) needed to effectively cope (Landow, 2006;Waight and Giordano, 2018).…”

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

“…Research suggests that one in three students report severe levels of psychological distress stemming from social isolation, loneliness, poor social contact and lower levels of SWB (Blanco et al 2008 ; Eisenberg et al 2013; Seligman 2012 ). This is as a result of ever-increasing study-related stressors such as an intensive educational programme, strict deadlines (time pressure), poor relationships with fellow students and lecturers, (Basson and Rothmann 2019 ; Houghton et al 2012 ), high levels of social comparison, peer pressure, study-life imbalances (Bergin & Pakenham, 2015 ) and drastic life changes like living away from their families (Blanco et al 2008 ). Further, during pandemics, the SWB of students could have adverse effects on physical health, life achievement, personal relationships, and life satisfaction as social isolation, fear of infection and uncertainty takes its toll (Brooks et al 2020 ; Lau et al 2005 ).…”

“…peer support, lecturer support) may enhance the SWB of students (Mokgele & Rothmann, 2014 ). Students' social inclusion into the university environment is fostered through lectures, discussions with peers, campus involvement, and learning communities (Basson and Rothmann 2019 ). Therefore, social support mechanisms like these are important resources needed to aid students in managing both their daily lives but also to cope with the challenges which the COVID-19 lockdown brings.…”