PSYCHOSOCIAL IMPACT OF COVID-19 ON STUDENTS AT INSTITUTIONS OF HIGHER LEARNING

Authors

Elizabeth O. Akin-Odanye, Department of Clinical Psychology, University College Hospital, Ibadan, Nigeria.
Ernest Kaninjing, School of Health and Human Performance, Georgia College & State University, 231 W Hancock St, Milledgeville, GA 31061, United States of America.
Roland N. Ndip, Department of Microbiology and Parasitology, Faculty of Science, University of Buea, Box 63, Buea Cameroon.
Carol L. Warren, Health Equity Consultant, University of Tennessee Health Science Center, Memphis, TN, United States of America.
Chioma C. Asuzu, Department of Counselling and Human Development Studies, University of Ibadan, Nigeria.
Ivette Lopez, Division of Public Health, Department of Family & Preventive Medicine, University of Utah School of Medicine, Salt Lake City, Utah, United States of America.
Charles Muiruri, Department of Population Health Sciences, Duke University School of Medicine, Durham, NC, United States of America; Kilimanjaro Christian Medical University College, Moshi, Tanzania.
Helene Vilme, Department of Population Health Sciences, Duke University School of Medicine, Durham, NC, United States of America.

Document Type

Article

Publication Date

1-1-2021

Publication Title

European journal of education studies

Abstract

Students at higher institutions of learning are more susceptible to psychosocial problems compared to the general public. These may further be exacerbated by the measures put in place to curb the spread of COVID-19. This mixed methods study examined the factors associated with the psychosocial impact of COVID-19 on students' financial stability, interpersonal relationships and worries related to achieving academic milestones. Data comprised of a series of closed and open-ended questions collected via Qualtrics from students in the United States and Africa (Central and West). The quantitative data were analyzed using frequency counts, percentages and chi-square, while the qualitative data was analyzed using thematic content analysis. More than 90% of the students resided in the United States, 72.5% were females and 78.4% were undergraduates. Financial hardship was experienced by 26.4% of the students, 55.8% indicated that COVID-19 negatively affected their relationship with friends and over 40% worried over delays in achieving academic milestones. Continent of residence, employment status and financial hardship were significantly associated with the negative impact of COVID-19 on one or more of the students' relationships and with worries about achieving academic milestones. Qualitative data support the findings that financial hardship contributed to experience of psychological distress by students. It also revealed negative (compromised relationships - broken or fractured relationships and loneliness) and positive (bonding) impact of COVID-19 on interpersonal relationships. School administrators should provide students with resources to access economic relief packages and tele-counseling services to help meet their financial and psychosocial support needs amidst COVID-19.

Department

Health and Human Performance

Volume Number

8

Issue Number

6

First Page

112

Last Page

128

DOI

10.46827/ejes.v8i6.3770

Recommended Citation

Akin-Odanye, Elizabeth O.; Kaninjing, Ernest; Ndip, Roland N.; Warren, Carol L.; Asuzu, Chioma C.; Lopez, Ivette; Muiruri, Charles; and Vilme, Helene, "PSYCHOSOCIAL IMPACT OF COVID-19 ON STUDENTS AT INSTITUTIONS OF HIGHER LEARNING" (2021). Faculty and Staff Works. 380.
https://kb.gcsu.edu/fac-staff/380