Role of COVID-19 pandemic in the academic life and well-being of private sector university students: an exploratory qualitative study

Abstract

ObjectiveThe advent of the COVID-19 pandemic has caused a drastic impact on students’ life, causing physical and emotional sufferings. Considering the relevance of unprecedented conditions, we explored perceptions and attitudes of students towards their academic life and well-being amid the COVID-19 pandemic.SettingWe conducted an exploratory qualitative study using a purposive sampling approach conducted at a single-centre private nursing institution in Karachi, Pakistan.ParticipantsThe current study used in-depth interviews with female university students. Study data were analysed manually using the thematic analysis approach.Primary outcomeThe primary outcome is to explore perception of students on academic life and well-being amidst the COVID-19 pandemic.ResultsA total of 10 in-depth interviews were conducted between August and September 2020. Four overarching themes were identified: (1) impact of COVID-19 on students’ well-being; (2) effect of COVID-19 on students’ academic life; (3) current coping mechanisms adopted by students and (4) recommendations to address students’ concerns. The pandemic-related stressors served as a major impediment on students’ motivation, concentration span and socioeconomic conditions which negatively influenced their well-being and academic life. However, students have adopted diverse coping mechanisms to combat unstable circumstances that include connecting with family and relatives, indulging in diverse activities, and getting academic support from faculty, senior students, and university administration. Students also recommended the need for arranging online mental health services, integrating e-learning mediums in existing academia, and constant efforts by the government to address electricity and internet connectivity issues to promote virtual learning.ConclusionUniversity students have been struck hard due to rapid pandemic-related transitions in their life. The study finding served as the potential guide for educational institutions and government officials to employ appropriate psychological interventions and provide infrastructure and technical facilities to provide support with their academic journey and overcoming the ongoing pandemic repercussions.

The Predictors of Academic Motivation of University Students During COVID-19 Pandemic

“…Furthermore, when students believe their academic studies will benefit their future, they are extrinsically motivated to achieve their goals (Deci & Ryan, 2012;Phalet et al, 2004), which somewhat justifies the present results. Similarly, previous studies have shown that students' low expectations for the future increase their level of amotivation and decrease their interest in school and lessons (Aydın & İşlek, 2021), while high expectations for the future and having a positive outlook towards the future decrease their level of amotivation (Akbaşlı et al, 2017;Ali et al, 2022). Consequently, the current findings suggest that positive future expectations play a positive role in supporting young people's intrinsic and extrinsic motivation and reducing their amotivation during the Covid-19, which entails various disadvantages, challenges, and risks.…”

“…In this direction, motivation has been reported to play an important role in students' online learning behaviors (Malinauskus & Pozerience, 2020). In another study, it was found that students' increasing anxiety about the future in this process negatively affected their motivation, which was the basis for their studies in line with their future goals (Ali et al, 2022). Therefore, this study aims to investigate the variables that predict academic motivation (intrinsic and extrinsic) and amotivation of college students during the Covid-19 pandemic process, which can provide insightful results for more efficient design of educational and training processes in times of crisis.…”

Factors Influencing Online Learning Experiences towards Psychological Well-being: Which Drivers Matters?

“…This supported by previous research, it has been determined that some students have expressed their frustration and distress about a non-conductive learning environment at home that has negatively impacted their academic performance during online learning. They have to deal with issues like an inadequate home environment and many distractions, which raises the stress level of the students (Ali et al, 2022).…”