Wellbeing among university students during the COVID-19 pandemic: a systematic review of longitudinal studies

Lemyre, Anaïs; Palmer-Cooper, Emma; Messina, Jane P.

doi:10.1016/j.puhe.2023.07.001

Cited by 15 publications

(15 citation statements)

References 36 publications

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“…In the later stages, however, studies did not demonstrate consistent worsening of wellbeing, with mixed results observed (i.e. improvements, no changes and impairments) across late 2020 and 2021 (Lemyre et al, 2023). Lemyre et al (2023) also noted that no longitudinal study on wellbeing has concomitantly investigated the role of environmental correlates in support of student wellbeing.…”

Section: Uk Studies Among University Students During the Pandemicmentioning

confidence: 99%

“…improvements, no changes and impairments) across late 2020 and 2021 (Lemyre et al, 2023). Lemyre et al (2023) also noted that no longitudinal study on wellbeing has concomitantly investigated the role of environmental correlates in support of student wellbeing. This present study will add to the body of evidence by documenting mental wellbeing trajectories later in the pandemic across 2021.…”

Section: Uk Studies Among University Students During the Pandemicmentioning

confidence: 99%

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Mental wellbeing among higher education students in England during the pandemic: A longitudinal study of COVID‐19 experiences, social connectedness and greenspace use

Lemyre,

Chrisinger,

Palmer‐Cooper

et al. 2024

British Educational Res J

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The COVID‐19 pandemic control measures substantially impacted the life of university students in the UK. While multiple studies investigated early stages of the pandemic, focusing on risk factors for depression and anxiety, fewer studies assessed later phases of the pandemic or examined positive protective factors for mental wellbeing. Our longitudinal study investigated changes and associations between COVID‐19 experiences, lifestyle behaviours, social connectedness and mental wellbeing in the second year of the pandemic. The validated Warwick–Edinburgh Mental Wellbeing Scale was used to measure the primary outcome mental wellbeing. Self‐reported data from 161 university students (18–35‐year‐old) in England was obtained. Data collection took place across two time points with contrasting COVID‐19 epidemiological and countermeasure attributes. T1 occurred in the spring of 2021, during the tail end of the third national lockdown when indoor household mixing was prohibited and vaccination rates were low among 18–35 year olds. T2 took place 6 months later, in the autumn of 2021, when restrictions had ended and vaccination rates were high. Within‐participant changes in students showed that mental wellbeing significantly improved over 6 months, suggesting positive adjustment. Fear of COVID‐19 and engagement in COVID‐19 protective behaviours significantly decreased as pandemic restrictions eased. Physical activity levels were high and did not change over time, while greenspace visits significantly diminished. Social support remained the same and group membership significantly increased over time. Hierarchal regressions revealed that social support was the most critical contributor to mental wellbeing. We discuss lessons for mental wellbeing promotion strategies: encouraging the use of greenspace as locations for distanced social interaction and physical activity in times of lockdown constraints.

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Section: Uk Studies Among University Students During the Pandemicmentioning

confidence: 99%

Section: Uk Studies Among University Students During the Pandemicmentioning

confidence: 99%

Mental wellbeing among higher education students in England during the pandemic: A longitudinal study of COVID‐19 experiences, social connectedness and greenspace use

Lemyre,

Chrisinger,

Palmer‐Cooper

et al. 2024

British Educational Res J

Self Cite

View full text Add to dashboard Cite

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“…As an emerging educational model, happiness education is dedicated to cultivating students' sense of happiness and mental well-being, attracting widespread attention in academic circles. In the study by Lemyre et al [1] , happiness education is considered a method that helps students better adapt and grow when facing adversity and challenges. This viewpoint aligns with the research by Liao et al [2] , who argue that happiness education can, to some extent, alleviate the negative impact of various pressures from society, academics, and family on college students' sense of happiness.…”

Section: The Theory Of Happiness Educationmentioning

confidence: 99%

“…In recent years, with the continuous development of society and the evolution of educational philosophies, the happiness and comprehensive quality cultivation of university students have gradually become a focal point in higher education. As crucial components of the higher education system, engineering students' happiness not only relates to individual health and growth but also profoundly influences the sustainable development of society and the nation [1] . However, in reality, engineering students often face multiple challenges such as academic pressure, future career planning, and interpersonal relationships, impacting their happiness to a certain extent.…”

Section: Introductionmentioning

confidence: 99%

Analysis on the management strategy of happiness education based on human-oriented care

Kang,

Viriyavejakul,

Tuntinakhongul

2024

ESP

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This study aims to explore happiness education management strategies for engineering students based on person-centered care. The research adopts a mixed-methods approach, combining quantitative and qualitative research. In the quantitative phase, a sample of 300 engineering students is recruited through a questionnaire survey. In the qualitative phase, 15 engineering students participate in semi-structured interviews, and 2 focus groups are conducted. The research results indicate differences among engineering students in dimensions of happiness, such as positive emotions, self-satisfaction, social support, and academic satisfaction. The application of person-centered care in happiness education has a positive impact on students’ learning motivation, emotional identity, and self-satisfaction. Additionally, current happiness education management strategies have achieved certain results in emotional management and social support but still have room for improvement in personalized support and care. Strategies based on person-centered care show significant advantages in multiple dimensions, comprehensively meeting the emotional and social needs of engineering students and enhancing their happiness levels. The findings of this study highlight the crucial role of person-centered care in happiness education for engineering students. It is recommended to strengthen the integration of person-centered care principles, provide diversified emotional management support, enhance the construction of social support networks, develop personalized happiness education plans, and continually assess and improve the effectiveness of strategies. These recommendations will contribute to optimizing happiness education management for engineering students, promoting their comprehensive development and growth.

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“…Globally, numerous studies have investigated the link between innovative teaching and student wellbeing [2] . However, systematic research, particularly in the realm of engineering education, remains limited.…”

Section: Introductionmentioning

confidence: 99%

Innovative teaching and the education management practice of improving the happiness of engineering college students

Kang,

Viriyavejakul,

Tuntinakhongul

2024

ESP

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This study aims to explore the educational management practices associated with innovative teaching, focusing on their impact on the happiness of engineering college students. Through a comprehensive literature review and empirical research, the study analyzes the characteristics of innovative teaching, the learning tendencies of engineering students, the definition and measurement of student happiness, as well as the relationship between innovative teaching and students’ happiness. To collect data, a combination of quantitative questionnaire surveys and qualitative semi-structured interviews was employed. Data were gathered from 300 engineering college students through questionnaires and from 10 representative students through interviews. Through both statistical analysis and content analysis, this study unveils the implementation and effectiveness of innovative teaching among engineering students, as well as the happiness levels of these students, and the connection between innovative teaching and happiness. The research findings demonstrate that innovative teaching is widely adopted among engineering students and significantly enhances their academic performance and learning motivation. Engineering students generally exhibit a high degree of learning autonomy and creativity, actively engaging in practical projects. Furthermore, the happiness of engineering students is primarily reflected in dimensions such as satisfaction with academic achievements, motivation for learning, and support from their social networks. Further analysis reveals a positive correlation between innovative teaching and the happiness of engineering college students. Quantitative analysis establishes a significant positive correlation between innovative teaching and happiness, highlighting the positive impact of innovative teaching on the well-being of engineering students. Qualitative interview data delves into students’ experiences and cognitive changes brought about by innovative teaching, further affirming the beneficial effects of innovative teaching on their happiness.

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Wellbeing among university students during the COVID-19 pandemic: a systematic review of longitudinal studies

Cited by 15 publications

References 36 publications

Mental wellbeing among higher education students in England during the pandemic: A longitudinal study of COVID‐19 experiences, social connectedness and greenspace use

Mental wellbeing among higher education students in England during the pandemic: A longitudinal study of COVID‐19 experiences, social connectedness and greenspace use

Analysis on the management strategy of happiness education based on human-oriented care

Innovative teaching and the education management practice of improving the happiness of engineering college students

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