COVID-19, Coronavirus, depression, education, isolation, remote teaching, university students
Objective: In light of COVID-19, leaders issued stay-at-home orders, including closure of higher-education schools. Most students left campus, likely impacting their employment and social network. Leaders are making decisions about opening universities and modality of instruction. Understanding students' psychological, physiological, academic, and financial responses to the shut-down and reopening of campuses can help leaders make informed decisions. Participants: 654 students from a large western university enrolled during the pandemic shutdown. Methods: Students were invited via email to complete an online survey. Results: Students reported stress, depression, loneliness, lack of motivation, difficulty focusing on schoolwork, restless sleep, appetite changes, job loss concerns, and difficulties coping. Most wanted to return to campus and felt social/physical distancing was effective but were mixed in terms of testing or masks. Conclusions: Moving to remote learning created physical and psychological stress. Students want to return to campus but do not want to take risk-reducing measures.
Original Publication Citation
Birmingham, W. C., Wadsworth, L. L., Lassetter, J. H., Graff, T. C., Lauren, E., Hung, M. (2021). COVID-19 lockdown: Impact on college students’ lives. Journal of American College Health.
BYU ScholarsArchive Citation
Birmingham, Wendy C.; Wadsworth, Lori L.; and Lassetter, Jane H., "COVID-19 lockdown: Impact on college students’ lives" (2023). Faculty Publications. 6976.
Journal of American College Health
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