Silchar, Assam

COVID-19 Pandemic and Mental Well-being of

Students - A stud in Assam University, Silchar.

By
Anusmita Sarmah
20200017041

Under the supervision

Of
Assistant Professor (Dr.) Juthika Konwar

(Department of Business Adminsitration)

Assam University, Silchar

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 CERTIFICATE
This is to certify that this report titled the “COVID-19 Pandemic and Mental Well-
being of Student – A study of Assam University, Silchar” submitted to Department of
Business Administration, Assam University, Silchar in partial fulfilment for the
completion of degree of Masters of Business Administration in Department of
Business Administration, Assam University is an original work of Ms. Anusmita
Sarmah bearing university Registration Number 20200017042 of 2020-2022. It is the
outcome of her bona fide research work and has not been submitted earlier to this or
any other University/ Institution for any academic purpose.

Dated: 17-05-2022 (Dr. Juthika Konwar)

Assistant Professor

Department of Business Administration

Assam University, Silchar

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 DECLARATION

I, the undersigned a full time bonafide student of Master of Business Administration

(MBA) Programmed, Batch (2020-2022) of Department of Business Administration,
Assam University Silchar, solemnly declare that the subject matter of the dissertation work
entitled ― “A study on union member solidarity and participation during the covid-19
pandemic: A comparison between teaching and non-teaching union of Assam university”
is the research of work done by me under the supervision and guidance of Assistant Prof.
Juthika Konwar, Jawaharlal Nehru School of management Studies, Assam University,
Silchar and all the statements and conclusions drawn are an outcome of the study carried
out. I further declare that to be the best of my knowledge and belief this dissertation report
does not contain any part of the work which has been submitted for the award of any
degree/ diploma/ certificate in this university or any other universities.

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 ACKNOWLEDGEMENT

I consider myself lucky to be given the opportunity to research on the topic. It was
God who saw me through this programme. The road was zigzagged and rough but the
Almighty God did not let me waver. I thank my supervisor; Assistant Professor Dr.
Juthika Konwar, Department of Business Administration, Assam University, Silchar
for helping me throughout the journey and lending me utmost help in completing the
research work.

I would also like to take a moment and thank President of both teaching and
non-teaching union of Assam university, Silchar to extend there helping
hands to complete this project.

I would also like to thank my near and dear ones for recording their responses and
helping me to go forward with the research.

Last but not the least I would like to thank my parents for being there always in all
thick and thins.

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 CONTENT
Certificate…………………………………………………………………………….2

Declaration…………………………………………………………………………. .3

Acknowledgment…………………………………………………………………….4

Chapter-1 : Introduction

1.1 Introduction………………………………………..………………………………8
1.2 Probelem statement…………………………….…………………………………10
1.3 Literature review…………………………….……………………………………11
1.4 Conceptual framework……………………………………………………………16

Chapter-2 : Research Methodology

2.1 Introduuction……………………………..………………………………………18
2.2 Objectives of the study……………...……………………………………………18
2.3 Scope of the study……………...…………………………………………………18
2.4 Background of the study.…………………………………………………………19
2.5 Population……...…………………………………………………………………19
2.6 Sample. …………………………………………………………………………..19
2.7 Sample technique………………………………………………………………...20
2.8 Data collection tool………………………………………………………………20
2.9 Data analysis……………………………………………………………………..21
2.10 Limitations of the study………………………………………………………...21
Chapter 3 : Analysis and Interpretation
3.1 Introduction……………………………………………………………………...22
3.2 Data interpretation
 Part 1 : To study the impact of COVID-19 pandemic on the mental well-being of
student of Assam University Silchar with special reference to lockdown………..22

 Part 2 : To draw an overview of daily activities , time spend (indoor and

outdoor) , social interaction of students during the pandemic……………….36

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 Chapter 4 : Discussion and conclusion

4.1 Discussion related to Part 1………………………………………………………39

4.2 Discussion related to Part 2………………………………………………………40

4.3 Conclusion.……………………………………………………………………….42

APENDIX

Bibliography………………………………………………………………………….44

Questionnaire…………………………………………………………………………46

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7
 CHAPTER 1
INTRODUCTION

1.1 Introduction
The impact of COVID-19 can be seen in every people’s life. Especially when it comes
to education, which is the most severely impacted area by the pandemic because when
the government announced lockdown; all schools, colleges, university, etc have to
shut down totally. It has impacted students all over the world by isolating them from
their friends, reducing physical activity, and causing them to miss important
components of their development. COVID-19 was first discovered in Wuhan, China,
and then spread throughout the world. The WHO did not designate it a pandemic until
2020. It took away lives of millions of people all over the world. The corona virus
disease has a long lasting effect on the mental health and well-being of the people.
Evidence from previous public health epidemics (for example the severe acute
respiratory syndrome (SARS) virus) illustrated that the adverse effects are more
common in some groups and that the detrimental effects are more pronounced among
certain aspects of mental health than others (The British Journal of Psychiatry,2021).
Over 53% of Indian university students suffer from moderate to severe depression,
according to a study published in the Asian Journal of Psychiatry. According to a
UNESCO assessment, the pandemic affected more than 90% of the world's entire
student population during the early stages of its spread. It has had a significant and
long-lasting impact on people's social, economic, and psychological lives in various
regions of the world. As a result, academic year end exams as well as competitive
exams have been postponed indefinitely, along with educational institutions. This
approach was taken to slow and restrict the spread of the Corona virus in India by
isolating those who had been infected with COVID-19. In order to control the spread
of this disease, the government imposed harsh restrictions on people’s movement and
gatherings. It has impacted to every level of the students starting from primary schools
to universities, learners, scholars, teachers even the ones who are preparing for
competitive and entrance exams. Many studies have been done on this part and all
have pointed to the increase rates of anxiety, depression, stress, suicide risk and post-
traumatic stress in the initial stage of the pandemic.

Due to its widespread around the world, it has raised multiple issues right from the
health to the wealth affecting the day to day functioning of the life and India is no
different. One of the most significant and destructive effects of the epidemic on global
education is, it suddenly shift the education system from offline to online mode i.e.

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classroom teaching to a entirely new era of digital mode. This change has bought a
drastic change in the pattern of learning with certain positive and negative impacts.

In the country like India this learning has cause very severe impact on the lives of
those students who belong to very poor section of the society. In India we can see that
not all educational institutions are equipped to the modern technologies facilities in
the classroom. Thus, we can say that with the introduction of a new method of
learning through digital mode of learning, learning became very easy for students
because they could sit at home and get access, but at the same time, some students had
problems due to poor internet connectivity, indicating that even after India has
adopted online learning methods, there are still obstacles because the entire population
does not have access to the internet and e-learning facilities. In short we can say that
students have suffered greatly as a result of the Covid-19 epidemic and lockdown.
They were among the hardest hit emotionally: 58% of Indian college students reported
a considerable rise in stress and a serious deterioration in anger, anxiety, loneliness,
hopelessness, and happiness. This paper intends to compare the mental health and
well-being of students of Assam University during COVID-19 pandemic with special
reference to pandemic and also to draw a overview of daily activities, time spend
(indoors and outdoors), social interactions of students during pandemic.

During the pandemic I have noticed that many students have suffered from different
mental and emotional disturbance. Out of them some have drop out because of their
financial or family issues. The full session has been delayed for which many entrance
tests, job recruitment too got cancelled which created a negative impact on the lives of
the students. The students living far from their families also got stuck in their places
and not able to meet their families for a long time. Considering all these factors I have
thought of measuring the mental health and well-being of the students of Assam
University, how they have pass their pandemic phase considering the different courses
offered by the university through the study of symptoms of depression and anxiety,
also to draw an overview of the daily activities in which they have pass their time
inspite of the positive or negative activities they have performed in both indoor and
outdoor, also take a note on their point of interactions at the time of pandemic.

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1.2 Problem Statement
The COVID-19 pandemic has aroused worries regarding the global population's
mental health, particularly in connection to the psychological effects. Talking about
the students group, they have been suffered most from many multiple stresses,
anxiety, and depression, emotional and psychological well-being.

This paper intends to compare the mental health and well-being of students by
measuring their anxiety and depression level with special reference to pandemic and
to know their perceptions towards covid-199 and their academic perceptions at the
time of pandemic. During the pandemic we students have individually feel this
disturbance. Out of them some have drop out because of their financial or family
issues. The full session has been delayed for which entrance tests, job recruitment too
got cancelled which created a negative impact on the lives of the students. The
students living far from their families also got stuck in their places and not been able
to meet their families for a long time. Some of them have even gone through the
suicidal phase. Considering all these factors these study has been done to measure the
mental health and well-being of the students of Assam University, , how they have
pass their pandemic phase considering the different courses offered by the university
through the study of symptoms of depression and anxiety, also to draw an overview of
the daily activities in which they have pass their time inspite of the positive or
negative activities they have performed in both indoor and outdoor, also take a note on
their point of interactions at the time of pandemic.

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 1.3 Literature Review

 Siti Khadijah Zainal Badri & Wan Mohd Azam Wan Mohd Yunus, 25
January2021; “The relationship between academic vs. family/ personal role
conflict and Malaysian students’ psychological wellbeing during COVID-19
lockdown”. The author has performed the study on the university students in
Malaysia with an concern for educators in the COVID -19 era due to the
conflict between the family or personal lives and academics. For gathering the
information they have asked 1005 students in Malaysia to complete two types
of work interfering with family/personal lives v/s another that tapped into
family/personal lives interfering with academic work. The scales used for
measuring are – stress, anxiety and depression were assessed using 21 items
adapted from DASS-21 by Lovibond and Lovibond (1996); social dysfunction
and loss of confidence were measured using GHQ-12 (Goldberg and Williams
1988); happiness were measured using Oxford Happiness Questionnaire (OHQ
and lastly academic v/s family/personal role conflict was measured using a 10
item adapted version of Work-family scale by Netemeyer, Boles And
McMurrian (1996). The result showed that approximately 50% of the
participants encountered the first conflict, while close to 40% experienced the
latter. It also revealed that an increased experience of the first conflict (i.e.
academic work undermining family roles) predicted higher levels of stress,
anxiety, depression, social dysfunction and loss of confidence, but not
unhappiness, while an increased occurrence of the second type of conflict (i.e.
family roles undermining academic work) was associated with elevated stress,
anxiety, depression, loss of confidence and unhappiness, but not social
dysfunction.

 Leonardo Villani, Roberta Pastorino, Enrico Molinari, Franco Anelli, Walter

Ricciardi, Guendalina Graffigna and Stefania Boccia; 2021; “Impact of the
COVID-19 pandemic on psychological well-being of students in an Italian
university: a web-based cross-sectional survey”. The authors conducted a
research study in an Italia university on psychological well-being as Italy was
the first European country which implemented a national lockdown because of
the pandemic. It creates a huge impact on the mental health of people with
emotions and population level. They used the patient-Health-Engagement-
Scale, Self-Rating-Anxiety-Scale and Self-Rating-Depression-Scale to assess
engagement, anxiety symptoms and depression symptoms. After the study they
have come to an conclusion that the evolution of the pandemic is really
uncertain and may have long-term effects on mental health. It is difficult to
reduce the burden of psychological problems.

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 Holm-Hadulla R.M, Klimov M, Juche T, Möltner A, Herpertz S.C.; 24
September,2021; “Well-Being and Mental Health of students during the
COVID-19 Pandemic”. This study was conducted at the University of
Heidelberg during the COVID-19 pandemic because many mental disorders
were registered in medical and psychotherapeutic practices, clinics and
counseling centers. The main aim of the study is to describe the mental health
problems of students and to extract the consequence for the further handling of
pandemics and other crisis. They have used the Well-Being Index (WHO-5)
and the Patient Health Questionnaire (PHQ) instrument to describe in a
narrative form their well-being and to make suggestions to improve their
situation. Therefore they draw the conclusion that students suffer severely from
the pandemic-related social restriction. So future lockdown policies should take
into consideration those negative effects on student mental health.

 Khaled Seetan, Mohammad Al-Zubi, Yousef Rubbai, Mohammad Athamneh,

Almu’atasim Khamees, Tala Radaideh; June 17 2021; ”Impact of COVID-19
on medical students’ mental wellbeing in Jordan”. COVID-19 has spread
throughtout the world and has created a negative psychological impact on the
people. In this article the author has explored the effect of the pandemic on
mental health of the medical students. It was conducted at six Jordanian
medical schools using an online survey to collect the students’ academic and
demographic data. For dong the survey Kessler’s psychological stress scale
(K10) was used and examined on the life activities and strategies. The study
was conducted on 553 medical students. They got to know from the survey that
COVID-19 has affected the aspects of physical fitness, social relationships and
most importantly their study. 66% of the students were concerned
approximately own family contributors’ affection, and greater than half of
(58.4%) defined their worries about the inability to get clinical classes and labs.
Cooking, baking, and interest practicing were the most famous strategies to
enhance their intellectual well-being. It also indicates that half of our medical
students go through severe mental problems, with bodily fitness, exercise, and
reading being a number of the most affected elements in the course of the
COVID 19 pandemic. It is suggested that measures want be taken to relieve
students’ stress, which might have deleterious results in lots of aspects.

 Kelly Dean Schwartz,Deinera Exner-Cortens, Carly A. McMorris, Erica

Makarenko, Paul Arnold, Marisa Van Bavel, Sarah Williams, Rachel Canfield;
March 18, 2021; “COVID-19 and Student Well-Being: Stress and Mental
Health during Return-to-School”. This article has covered the impacts of

12
 COVID-19 pandemic on the school going students as the threats on them and
their family’s health, the closure of schools, shifting to online learning,
physical distancing and then the challenges of returning to school after the
lockdown. This study was conducted on 2310 students in between 12-18 years
old Alberta students during their first few weeks of return-to-school in fall
2020. An online survey was completed by the students in which they were
asked about the perceptions of COVID-19, their return to school experience,
pandemic related stress, behavior, etc in the first week of September. The
scales used to measure their responses are Child Revised Impact of Events
Scale (CRIES) and Behavior Intervention Monitoring Assessment System
(BIMAS-2). Results are discussed within the context of the way colleges can
offer each well-known response to college students at some point of COVID-
19 understanding that most college students are coping properly, while some
can also require extra targeted strategies to address strain arousal and
heightened terrible affect.

 Alison Clabaugh, Juan F. Duque and Logan J. Fields; March 17,2021;

“Academic Stress and Emotional Well-Being in United States College students
following onset of the COVID-19 Pandemic”. This study was conducted to get
an academic perceptions and emotional well-being in late May 2020 when
COVID-19 has effected extraordinary. It was found that students were
suffering from high level of uncertainty with their academic futures as well as
high stress level and they were facing very difficulties coping with them. The
outcomes were female students reported worse emotional well-being compared
to males and students of color reported significantly higher levels of stress and
uncertainty regarding their academic futures compared to white students. It
suggests that some students may be at risk for academic stress and poor
emotional well-being due to the pandemic and highlight the urgent need for
intervention and prevention strategies.

 Rory C. O’Connor, Karen Wetherall, Seonaid Cleare, Heather McClelland,

Ambrose J. Melson, Claire L. Niedzwiedz, Ronan E. O’Carroll, Daryl B.
O’Connor, Steve Platt, Elizabeth Scowcroft, Billy Watson, Tiago Zortea,
Eamonn Ferguson and Kathryn A. Robb; 2021; “Mental health and well-being
during the COVID-19 pandemic: longitudinal analyses of adults in the UK
COVID-19 Mental Health & Wellbeing study”. This study is conducted to see
the effect of corona virus disease 2019 on the population’s mental health and
well-being is likely to be profound and long lasting. They investigate during
the first six weeks of lockdown in adults in the UK. At last they found that the
mental health and well-being of the UK adult population appears to have been

13
 affe]cted in the initial phase of the pandemic. There was an increase in the
suicidal thoughts especially among young adults.

 Leonhard K. Lades, Kate Laffan, Michael Daly and Liam Delaney; 2020;”
Daily emotional well-being during the COVID-19 pandemic”. This study is
conducted to investigate how people had experienced their lives during
pandemic. The sample was assessed Ireland, following the closure of schools
and non-essential businesses. The report concluded that people spent most of
their time in home; exercising, going for walk, pursing hobbies, etc are the
activities which they are associated with.

 Hanan A.Alfawaz, Kaiser Wani, Abdulaziz, Dara Aldisi, Mohammed G.A.

Ansari, Sobhy M. Yakout, Shaun Sabico, Nasser M. Al- Daghri;
2021;”Psychological well-being during COVID-19 lockdown: Insights from a
Saudi Sate University’s Academic Community”. The main objective of the
report is to study the measures to control the on-going COVID-19 pandemic
such as quarantine and social distancing together with information overload
about the spread of the disease which have negatively impacted many
individuals’ mental and psychological health. It also aims to investigate the
prevalence of self-reported mental health parameters and coping mechanisms
of employees and students in a Saudi State University. It concluded by finding
that self-reported acute mental health disorders were common within the
academic community during the CoVID-19 lockdown. Strength of family
bonding as a coping mechanism was instrumental in preserving mental well-
being, especially in females.

 Adriana Razende Lopes, Oscar Kenji Nihei; October 13, 2021;”Depression,

anxiety and stress symptoms in Brazilian university students during the
COVID-19 pandemic: Predictors and association with life satisfaction,
psychological well-being and coping strategies”. This study was conducted to
analyze depression, anxiety and stress symptoms in undergraduates, their
respective predictors and the association with satisfaction with life,
psychological well-being and coping strategies. From this research it come to
conclusion that a high prevalence of symptoms of depression, anxiety and
stress, and suggest that higher scores of satisfaction with life, psychological
well-being dimensions and adaptive copings may present protective effects in
undergraduates during a pandemic crisis.

Amar Prashad Chaudhary, Narayan Sah Sonar, Jamuna TR, Moumita Banerjee,
Shailesh Yadav; February 24, 2021; ”Impact of the Covid-19 Pandemic on the Mental
Health of College Students in India: Cross-sectional Web-Based Study”. The main
aim of the study is to investigate symptoms of fear, depression and anxiety due to the

14
COVID-19 pandemic among college students in India. We all know hoe COVID-19
pandemic has created a mental health crisis among college students in India due to
lockdown restrictions, increasing cases of COVID-19, financial problem, loosing of
jobs, etc. which led to high degree of fear, anxiety and depression among college
students. This has concluded that by saying that fear of COVID-19 scale has a
moderate positive correlation with the anxiety and depression scales respectively. To
overcome this students should be encouraged to pursue healthier lifestyles and also
government can also play a role in developing and implementing various policies to
reduce the impact on mental health.

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1.4 Conceptual Framework
Anxiety is an emotion characterized by feeling of tension, worried thoughts and
physical changes like increased blood pressure. People with anxiety disorders usually
have recurring intrusive thoughts or concerns. They may avoid certain situations out
of worry. They may also have physical symptoms such as sweating, trembling,
dizziness or rapid heartbeat. (adapted from the Encyclopedia of Psychology). Hallam
(1992 p 2) offers a number of characteristics of anxiety: an unpleasant, subjective
sensation, varying from ‘tension’ to ‘terror’; an awareness of imminent danger or
harm, whether or not its sources can be specified; an experience of bodily sensations
associated particularly with the activation of the autonomic nervous system; a strong
urge to flee to a place of safety; a lack of control over fine motor movements; thoughts
of a worrying or unpleasant nature over which there is little control; an inability to
think clearly or act in a coordinated manner, especially in new, conflicting or
threatening situations.

Depression is more than just sadness. People with depression may experience a lack of
interest and pleasure in daily activities, significant weight loss or gain, insomnia or
excessive sleeping, lack of energy, inability to concentrate, feelings of worthlessness
or excessive guilt and recurrent thoughts of death or suicide.
Depression is the most common mental disorder. Fortunately, depression is treatable.
A combination of therapy and antidepressant medication can help ensure recovery.
(Adapted from the Encyclopaedia of Psychology)

Activities of daily living (ADLs or ADL) is a term used in healthcare to refer to

people's daily self-care activities.(Adapted from Wikipedia) In connection with mental
health those activities are Get plenty of sleep, Use a stress ball or some other stress
reliever, Perform a random act of kindness, Exercise, Yoga. Pet a dog, eat breakfast.
Although these activities do not serve as a "cure" for mental disorders they are helpful
and important for maintaining good mental health. (MentalHealth.gov)

Social interaction is a dynamic, changing sequence of social actions between

individuals (or groups) who modify their actions and reactions due to the actions by
their interaction partner(s). In other words, they are events in which people attach
meaning to a situation, interpret what others are meaning, and respond accordingly.
(Adapted from psychology wiki)

Mental well-being is a complex subjective state. This can be seen in the

interchangeable and frequently concurrent use of the expressions ‘mental health’ and

16
‘mental well-being’. This can be seen in the interchangeable and frequently concurrent
use of the expressions ‘mental health’ and ‘mental well-being’. This can be seen in the
interchangeable and frequently concurrent use of the expressions ‘mental health’ and
‘mental well-being’. The World Health Organization (WHO) defines mental health as
‘a state of well-being [our emphasis] in which the individual realizes his or her own
abilities, can cope with the normal stresses of life, can work productively and
fruitfully, and is able to make a contribution to his or her community’ (WHO, 2001).
Following an extensive review of the literature, Jahoda (1958) proposed six criteria
for positive mental health: attitudes toward the self; degree of growth, development
and self-actualization, personality integration; autonomy; adequate perception of
reality; and environmental mastery.

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 CHAPTER 2
RESEARCH METHODOLOGY

2.1 Introduction
Research methods are the systematic procedure of collecting and analyzing data.
Research method is an integral part of a research design. It is not only concerned to
find out the decision of the fact, but also building up to date knowledge and to
discover the new facts involved through the process of dynamic change in the society.
There are both quantitative and qualitative method of research that includes
experiments, survey research, participant observation and secondary data. For
quantitative data, we can use statistical analysis methods to test relationships between
variables. For qualitative data, we can use methods such as thematic analysis to
interpret patterns and meanings in the data. This section consists of research design,
method of collection, the sampling technique, statistical tool for analysis, data
representation technique, etc.

2.2 Objectives of the study

1. To study the impact of COVid-19 pandemic on the mental well-being of

students of Assam University Silchar with special reference to lockdown.
2. To draw an overview of daily activities, time spend (indoors and outdoors),
social interactions of students during pandemic

2.3 Scope of the study

The present study deals with “COVID-19 pandemic and mental well-being of students
– A study of Assam University Silchar”. The geographical scope of the present study
is about the students of Assam University Silchar. The analytical scope includes the
achievement of the study’s objectives. The scope of the study is to know about the
student’s perspective regarding COVID-19 pandemic; analyse the anxiety and
depression symptoms based on the sexual identity and the different courses offered by
the university. It also draws an overview of the daily activities; time spend in indoor
as well as outdoor activities and lastly the social interactions they had during the
pandemic.

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2.4 Background of the study

The study is conducted for the partial fulfillment of requirements of Masters

of Business Administration of Assam University, Silchar. The aim is to
study the impact of COVID-19 pandemic on the mental well-being of
students and to draw an overview of daily activities, time spend and social
interaction of the students. The study is conducted in Assam University,
Silchar campus.

2.5 Population
The total population of my study is 5730 which is of the year 2020-2021 out of which
230 are male and 170 are female. All population belongs to Silchar campus.

2.6 Sample
The total population of the study is 5730 as per 2020-2021. The university offers 6
different courses: undergraduate, postgraduate, integrated courses, M. Phil, PhD and
certificate/Diploma courses. Out of 5730, the sample size of the study is 400 and from
every course a proportionate sampling is been used to collect the data which
represented in Table 1. A cross-sectional online survey was designed to study the
anxiety and depression level of the students.

Table 1. Course-wise representation of the total population

Course Total Sample

UG 963 68

PG 2645 186

Integrated Course 730 51

M.Phil 168 12

PhD 1154 81

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 Certificate/Diploma 24 2

Total 5730 400

2.7 Sample Technique

Purposive sampling technique has been used in this study. Purposive sampling is a
non-probability sampling technique which is also known as judgment, selective or
subjective sampling where the researcher relies on his or her own judgment when
choosing members of population to participate in the study. It occurs when elements
selected for the sample are chosen by the judgment of the researcher.

The population size of Assam University = 5,730

2.8 Data Collection Tool

There are primarily two methods of data collection. One is primary and the other is
secondary method. Primary data collection method is the method by which the data
are collected directly from a certain source. These are also known as first hand data.
Secondary method is the method by which the data are collected from secondary
source like magazines, published articles, government websites etc. In my research
method both the methods were used.

 Primary source: The data has been collected from primary source by way of
physical questionnaire and online questionnaire
 Secondary Source: For collection of the total population, the data has been
collected from the administrative block of the university by visiting their
respective departments

2.9 Data Analysis

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Descriptive statistics 0are used to describe the basic features of the data in a study.
They provide simple summaries about the sample and the measures. With descriptive
statistics you are simply describing what is or what the data shows. It helps us to
simplify large amounts of data in a sensible way.

2.10 Limitations of the study:

1. As proportionate sampling had been taken, from certificate course only 2 responses
are taken out of 24. Therefore, the data cannot be said fully accurate.

2. Many students refuse to gives their personal details like name, email id etc

3. The sample size was limited to 400 as only during the time constraints.

4. The study is only limited to the campus of Assam University in Silchar. The Diphu
campus had not been taken into consideration.

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 CHAPTER 3
ANALYSIS AND INTERPRETATION

3.1 Introduction
This section incorporates the results found by analyzing the data collected
through questionnaire and semi instructed.
In this research paper the findings on the basis of the objectives that were
taken are described below in the Tabular as well as Descriptive Format of
Presentation.

3.2 Data Interpretation

PART 1: To study the impact of COVID-19 pandemic on the mental well-being
the students of the Assam University Silchar with special reference to lockdown

1. General characteristics of the respondent

Four hundred questionnaires were collected from both online and offline mode.
As everyone has sincerely provided all the information so all the responses
were taken under consideration for the analysis. The cross-sectional
questionnaire was designed and it is divided it into four parts. The first part
indicates the general characteristics of the sample size in which the information
like hometown, gender, age group, course perusing, marital status (this
parameter was excluded as all the respondent had given unmarried so it was not
taken into consideration), residing in (this was asked just to check whether are
students reside in campus or outside campus). In Table 1 the demographic data
of the respondent are shown. The total sample size is 400, out of 230 (57.5%)
are male and 170 (42.5%) are female. From age group parameter, 18-21 age
group consists of 91 (22.8% of the total sample size) out of which 59 (25.7%
of the total male sample size) are male and 32 (18.8%of the total female sample
size) are female; 22-25 age group consists 176 (44% of the total sample size)
out of which 89 (38.7%of the total male sample size) are male and 87 (51.2%of
the total female sample size) are female; 25-28 age group consists of
87(21.8%of the total sample size) students out of which 52 (22.6%of the total
male sample size) are male and 35(20.6%of the total female sample size) are
female and lastly from group 28 ad above 46 (11.5% of the total sample size)

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 belong to this group from which 30 (13%of the total male sample size) are
male an 16 (9.4%of the total female sample size) are female. The third
parameter is course pursuing. There are all total 6 courses: UG group consists
of 68(17% of the total sample size) students of which 58 (25.2% of total male
sample size) are male and 10 (5.9% of the total female sample size) are female;
Integrated course group consists of 51(12.8% of the total sample size) students
of which 20(8.7 % of total male sample size) are male and 31(18.2% of the
total female sample size) are female; PG group consists of 168(46.5% of the
total sample size) students of which 97(42.2% of total male sample size) are
male and 89(52.4% of the total female sample size) are female;
Certificate/Diploma course group consists of 2(0.5 % of the total sample size)
students of which 1(0.4% of total male sample size) are male and 1(0.6% of the
total female sample size) are female; M.Phil course group consists of 12(3.0%
of the total sample size) students of which 6(2.6 % of total male sample size)
are male and 6(3.5% of the total female sample size) are female; PhD course
group consists of 81(20.3% of the total sample size) students of which 48(20.9
% of total male sample size) are male and 33(19.4% of the total female sample
size) are female. For equal distribution of each course, the proportionate
sampling is used. Gender and course pursuing parameters are taken into
consideration for analysing the data.

Table 2. General characteristics of students

Parameters All Male Female

230 170
Gender 400 (57.5) (42.5)
Age Group 18-21 91 (22.8) 59 (25.7) 32 (18.8)
176
22-25 (44.0) 89 (38.7) 87 (51.2)
25-28 87(21.8) 52 (22.6) 35 (20.6)
28 and above 46 (11.5) 30 (13.0) 16 (9.4)
Course
Pursuing UG 68 (17.0) 58 (25.2) 10 (5.9)
Integrated course 51 (12.8) 20 (8.7) 31 (18.2)
186
PG (46.5) 97(42.2) 89 (52.4)
Certificate/Diploma 2 (0.5) 1 (0.4) 1 (0.6)
M Phil 12 (3) 6 (2.6) 6 (3.5)
PhD 81 (20.3) 48 (20.9) 33 (19.4)

23
Residing In Campus 66 (16.5) 46 (20.0) 20 (11.8)
334 184 150
Outside Campus (83.5) (80.0) (88.2)

2. COVID-19 perceptions and behaviour

Here two questions are added in this section to see what is their perceptions and
behaviours regarding the COVID-19 pandemic. The first question is based on
the total number of students had been infected by COVID-19. The analysis is
done on the basis of three criteria- First is the total number of students infected
by COVID on the total sample size, secondly on the basis of the gender
perspective and thirdly on the basis of courses offered by the University. Let’s
analyse the question serially:

 Have you been infected by COVID?

Gender wise Distribution:

Total (400) Male (230) Female (170)

Yes 71 (17.75) 30 (13.04) 41 (24.12)
No 329 (82.25) 200 (86.96) 129 (75.88)

Here, we can see that out of total sample i.e. 400, 71(17.75) have been infected
by Covid and 329 (82.25) have responded ‘No’. Now if we analyze from
gender point of view out of 230 male 30 (13.04%) have been infected and from
female out of 170, 41 (24.12%) have been infected.

Course wise Distribution:

UG PG Integrated PhD M. Certificate/Diploma

(68) (186) Course (81) Phil (2)
(51) (12)
Yes 9 38 8 (15.69) 14 3 0 (0)
(13.23) (20.43) (17.28) (25.0)
No 59 148 43 (84.31) 67 9 2 (100)
(86.77) (79.57) (82.72) (75.0)

24
Here, In UG- 9 (13.23%) students are infected out of 68 students; PG- 38
(20.43%) students are infected out of 186; integrated course- 8 (15.69%)
students are infected; PhD- 14 (17.28%) are infected out of 81; M. Phil- 3
(25%) are infected out of 12 and lastly from certificate course as only 2
respondents are there they have responded ‘No’

 How serious do you believe COVID-19 is?

Based on Total sample size:

Participants responded “How serious do you believe COVID-19 is” on a scale

of 1-5, where 1= Not at all serious and 5= Strongly Agree. By calculating the
average score of total sample size i.e. 400 it can be noticed that the score was
3.7025 which can be considered as “Agree”. So, most of the people had taken
COVID as a serious disease.

Based on Gender:

25
The number of males from the sample size is 230 and female 170. Comparing
male and female, the graph shows the same trend where the value lies between
3-4 which signifies that both the gender of the students was moderate to agrees
to the statement and believes COVID-19 seriously.

Based on Course:
By calculating the average score of different courses from the sample set, the
results are: UG- 3.397, PG- 3.688, Integrated Course- 4.058, M. Phil- 3.666,
PhD- 3.765 and Certificate- 4. From the analysis it can be said that students
from every course agrees to the statement. The graph trend lies between
3-5. Students belonging from Integrated course and certificate course shows the
score more than 4 which means strongly agree.

26
3. Academic Perceptions

Participants responded to two questions assessing concerns related to COVID-

19. The questions are “To what extent distraction is becoming an issue in your
current environment?” and “To what extent of you believe your academic future
is at risk due to pandemic?” Accordingly, participant had responded to the
statements positively. These statements are analysed below-

 To what extent distraction is becoming an issue in your current

environment

Based on Total sample size:

Participants responded to the statement “To what extent distraction is becoming an

issue in your current environment? “And rated on a scale of 1-5 where 1= Not at all
and 5=extremely. By adding the score of all the participants and calculating the
average, the score is 3.105 which had been stated that students could felt that the
current situation had become “somewhat” distraction in the current environment.

Based on Gender:

27
 On the basis of gender, the average score of males is 2.973 and female is 3.070.
From this it can be analysed that both male and female had been “somewhat”
distracted by the current environment. Though there were not much difference
between the figures but still it can be brought to notice that female had been more
distracted by the current environment.

Based on courses:

28
29
Based on the response of the participant the average score of UG= 2.852, PG=
3.064, Integrated Course= 3, PhD= 2.987, M. Phil= 3.416 and Certificate/Diploma=
3 out of 5 which can be rank as “somewhat”. In the analysis part it can be noted that

30
there is some differences in the values. In the certificate course the exact data
cannot be extracted as only 2 respondents had been taken for the survey so the
averages of the two statements were 3.

 To what extent do you believe your academic future is at risk due to

pandemic

Based on Total size:

The average score of the total sample is 3.255 which indicates ”somewhat”
risk. As the situation was not that favorable for the students and also the
transferability of the offline to online was not that easy. Students were
somewhat distracted.

Based on Gender:

31
 Respondent from both the gender had shown almost same trend. For male
= 3.160 and for female = 3.382. They don’t have must difference, almost
“somewhat” issues they had with the current environment.

Based on Courses:

32
33
 The average scores are: UG- 3.118, PG- 3.312, Integrated Course- 3.059, PhD-
3.271, M. Phil- 3.833 and Certificate- 3.500. Analyzing on the basis of courses,
except M. Phil and certificate every other courses students felt “somewhat”
impacted by the pandemic but respondent from M. Phil and certificate course felt
“very much risk” about their future academic carrier.

4. Anxiety and Depression level

For checking the anxiety and depression level 12 statements are given to the
respondent to rate themselves on the scale of 1-5 where 1=Strongly Disagree and
5=Strongly Agree. The statements are related to the pandemic connected with the
academic and family. Here the respondent ranks themselves on the basis of the

34
statement. To measure the anxiety and depression level Self-Rating Anxiety and
Depression scale is being used. The Zung Self-Rating Anxiety Scale (SAS) was
designed by William W. K. Zung M.D, (1929-1992) a professor of Psychiatry from
Duke University, to quantify a patient's level of anxiety. The SAS and SDS is a 20-
item self-report assessment device built to measure anxiety levels, based on scoring in
4 groups of manifestations: cognitive, autonomic, motor and central nervous system
symptoms. Answering the statements, a person should indicate how much each
statement applies to him or her within a period of one or two weeks prior to taking the
test. Each question is scored on a Likert-type scale of 1-4 (based on these replies: "a
little of the time," "some of the time," "good part of the time," "most of the time").
Some questions are negatively worded to avoid the problem of set response. Overall
assessment is done by total score.
The total raw scores range from 20-80. The raw score then needs to be converted to an
"Anxiety Index" score using the chart on the paper version of the test that can be
found on the link below. The "Anxiety Index" score can then be used on this scale
below to determine the clinical interpretation of one's level of anxiety: 20-44 Normal
Range, 45-59 Mild to Moderate Anxiety Levels, 60-74 Marked to Severe Anxiety
Levels, 75 and above Extreme Anxiety Levels.
Let’s first analyse the anxiety and depression level of the total sample size. So
analysing the 12 statements, we sum up the score of each statements and respectively
finding the averages of each. After that we find the total average of the 12 statements
using the averages evaluated for each statement.
For finding the Anxiety Level we convert the score to the SAS index by multiplying
the score with 20. For total sample students the average score is 3. 590.So average
score is converted to the SAS index by multiplying with 20, i.e., 20 x 3.590 = 71.8
which shows that it lies in the “Severe Anxiety Level”.
On the basis of Gender, the average score of male students is 3.53 while the average
score of the female students is 3.651 which are then converted to the SAS index gives
70.6 and 73.42 respectively. Thus, for both male and female the scale of the anxiety
level lies in “Severe Anxiety Level”.
On the basis of courses, the average scores are: UG – 3.506, PG – 3.620, Integrated
course – 3.540, M.Phil – 3.819, PhD – 3.590 and certificate – 3.5. Thus converting
them to their respective SAS index, we get: UG – 70.12, PG – 72.4, Integrated course
–70.8, M.Phil – 76.38 , PhD – 71.8 and certificate – 70.Thus, from the above SAS
index we can conclude that the students of UG, PG, Integrated Course ,PhD and
Certificate lies in scale of “Severe Anxiety Level” while the students of M.Phil lies in
the scale of “Extreme Anxiety Level”.

35
PART 2: To draw an overview of daily activities, time spend (indoor and
outdoor), social interactions of students during pandemic

 To measure the daily activities of students during the COVID-19

pandemic, we listed a set of activities which would create both positive
and negative impact on the students. When government announced
lockdown and strict restriction such as public gathering, students got
struck at home and their routine of daily activities changed drastically.
Many students got involved in healthy and positive activities like Yoga,
exercise, going for walk, etc while some students might get involved
into activities that impacted them negatively like smoking and drinking.

For finding the rate of positive impact and negative impact on our
sample set, first we differentiate the activities into positively and
negatively impactful. Participants responds to the different activities
whether performed or not which corresponds to a scale of 0 -1 where 0 =
No and 1 = Yes. An average score is generated for each activity. Using
the average score of each activity of both type (positively and negatively
impactful) we generate a total average score.

For the sample set of 400 students, average score of positively impactful
activity is 0.636 and negatively impactful activity is 0.1525. Thus, from
the score we can conclude that most people responded Yes for positively
impactful activities.

On the basis of gender, out of the total male sample set of 230 students,
average score of positively impactful activity is 0.634 and negatively
impactful activity is 0.197. And out of the total female sample set of 170
students, average score of positively impactful activity is 0.637 and
negatively impactful activity is 0.094. Thus from the above set of scores
we can conclude that both male and female students are mostly attached
to the positively impactful activity. Also we can notice that the while the
average score for positively impacted activity is quite same for both the
gender but the score for negatively impacted is high for male.

On the basis of course, average score for positively impacted activities

are: UG – 0.624, PG – 0.649, Integrated course – 0.576, M.Phil – 0.655,
PhD – 0.648, certificate – 0.636 and the average course for the
negatively impacted activities are: UG – 0.272, PG – 0.314, Integrated
course – 0.068, M.Phil – 0.125, PhD – 0.117, certificate – 0. Thus from
the above scores we can conclude that students of all courses mostly
preferred doing positively impactful activity.

36
 To measure the social interaction of students during the pandemic,
participants respond to different fellows they interacted with, which is
rated on a scale of 0 -1, where 0 = No and 1 = Yes. The total number of
Yes and No are recorded which is used to generate average which is
generated against each column.

For the sample set of 400 students, the set of average score is:
Friends – 0.7825, Pets – 0.455, Your children - 0.05, Parents/relatives –
0.93, Nobody – 0.1525, Spouse/Significant other – 0.2025, work-related
– 0.5275.
From the scores it can be seen that most students interacted with friends
and work-related.

On the basis of gender, the average score for the male sample set is:
Friends – 0.800, Pets – 0.430, your children - 0.069, Parents/relatives –
0.887, Nobody – 0.156, Spouse/Significant other – 0.187, work-related
– 0.517. The average score for the female sample set is: Friends – 0.759,
Pets – 0.488, your children - 0.023, Parents/relatives – 0.988, nobody –
0.147, Spouse/Significant other – 0.223, work-related – 0.541.From the
score it can be seen that both male and female mostly interacted with
their friends.

On the basis of courses, the average course for UG is: Friends – 0.779,
Pets – 0.338, your children - 0.058, Parents/relatives – 0.882, nobody –
0.235, Spouse/Significant other – 0.132, work-related – 0.426.
The average course for PG is: Friends – 0.785, Pets – 0.462, your
children - 0.043, Parents/relatives – 0.924, nobody – 0.123,
Spouse/Significant other – 0.183, work-related – 0.586.
The average course for Integrated course is: Friends – 0.686, Pets –
0.549, your children - 0.019, Parents/relatives – 0.941, nobody – 0.215,
Spouse/Significant other – 0.157, work-related – 0.549.

The average course for M.Phil is: Friends – 0.666, Pets – 0.5, your
children - 0, Parents/relatives – 0.916, nobody – 0.833,
Spouse/Significant other – 0.255, work-related – 0.5.
The average course for PhD is: Friends – 0.851, Pets – 0469, your
children – 0.074, Parents/relatives – 0.987, nobody – 0.111,
Spouse/Significant other – 0.308, work-related – 0.481.
The average course for certificate is: Friends – 1, Pets – 0.5, your
children – 0.5, Parents/relatives – 0.5, nobody – 0.5, Spouse/Significant
other – 1, work-related – 0.5.

37
From the scores it can be concluded that students mostly interacted with
their Friends.

38
 CHAPTER 4
DISCUSSION AND CONCLUSION

4.1 Discussion related to Part 1

 From the study it shows that 7% percent of our sample university

students out of which 71.8% experienced anxiety symptoms and had
depressive symptoms, although mild symptoms. This demonstrates that
the pandemic raised the prevalence of common mental health issues in
the general population.
 From the study in connection with the COVID-19 perceptions, it was
found that out of 400 students only 17.75% had been infected by
COVID-19 and out of that most of them majority are female. If we see
this scenario with respect to the courses then we notice that the infected
ratio is maximum for the students of M.Phil.
 From the study of the seriousness of the COVID-19, we found that of
our total sample size of 400 , the average of the scale is 3.7 which is
taken approximately taken as 4 ,i.e., it depicts students “Agree” about
the seriousness of the COVID-19. Based on the gender, the average of
the scale for male is 3.57 and for female is 3.88 which depicts female
are slightly more serious about COVID-19.As per our previous analysis
, since females are more infected by the COVUID-19, this could be the
reason why they gain some bit more consciousness than males. Based on
the course, the average of the scale for: UG = 3.397, PG = 3.688,
Integrated Course = 4.058, PhD = 3.765 and certificate is 4. It depicts
that the students of Integrate course are more serious than the students of
any other courses. Since students of the Integrated course belongs from
many parts of the country, secondly their experiences are more because
of their more older age group they gain more consciousness about the
COVID-19.
 From the Academic perceptions, participants respond to two questions
assessing concerns related to COVID-19 which is scaled on a scale of 1-
5.
 For the first statement,” To what extent distraction is
becoming an issue in your current environment?”, the score is
3.105 for the total sample set which depicts students had
“somewhat” distracted in the current environment. Based on

39
 gender, the score for male is 2.973 and for female is 3.070,
approximately which depicts both male and female are
“somewhat” distracted. Based on the course, the score is: UG
= 2.852, PG = 3.064, Integrated course = 3, PhD = 2.987,
M.Phil = 3.416 and certificate/Diploma = 3.From the study it
can be seen that M.Phil and PhD students are more distracted.
 For the second statement, “To what extent do you believe
your academic future is at risk due to pandemic?”, the score is
3.255 for the total sample set which depicts that the student
thinks “somewhat” risk. Based on gender, the score for male
is 3.160 and female is 3.382, which depicts that both male and
female have “somewhat” issue with the environment. Based
on the course, the score is: UG = 3.118, PG = 3.312,
Integrated course = 3.059, PhD = 3.271, M. Phil = 3.833 and
certificate = 3.500. From the study it can be seen that PhD, M.
Phil and certificate students are more feared about the disease.
One possible reason could be as PG students are at the early
stage of their job carrier and due sudden crash of market many
new interns lost their jobs which creates fear among them.
Similarly for M. Phil are very much concerned about their
carriers so they were worried about the situation too.
 For the inspection of Anxiety and Depression level 12 statements are
given to the respondent based on a scale form 1-5. Here the respondent
ranks themselves based upon the statement’s rank. To measure the
anxiety and depression level Self-Rating Anxiety and Depression scale
is used. For finding the SAS index we multiply the score by 20.
Analysing the total sample set we get the SAS value 71.8 which shows
that it lies in “Severe Anxiety Level”. On the basis of gender , the SAS
index of male is 70.6 and for female is 73.42. Since female are more
prone to this disease as observed from our results before, so females had
been facing more anxiety and depression problem. Based on the courses,
the average SAS index is : UG = 3.506 , PG = 3.620 , Integrated course
= 3.540 , M.Phil = 3.819 , PhD = 3.819 , and certificate – 3.5.

4.2 Discussion related to Part 2:

 For the analysis of the daily activities, a set of activities were listed
which were scaled between 0 -1 ( 0 = No , 1= Yes). These activities are
further divided into two parts – positively impacted and negatively
impacted. An average score is generated for each activity which is

40
further used to find the total average of the positively and negatively
impacted activity. Average score of the sample set for positively
impacted activities is 0.1525 and negatively impacted activities is 0.636
which shows people are more involved in positive activities. Based upon
the gender, for male the average score for the positively impacted
activities is 0634 and negatively impacted activities is 0.197. For female
the average score for positively impacted activity is 0.637 and
negatively impacted activities is 0.094. Based on the courses, the
average for the positively impacted activities are: UG = 0.624, PG =
0.649, Integrated course = 0.576, M.phil = 0.655, PhD = 0.648 ,
certificate = 0.636 and the average score for the negatively impacted
activities are : UG = 0.272, PG = 0.314, Integrated course = 0.068,
M.phil = 0.125, PhD = 0.117, certificate = 0. From the above data it can
be observed that PG and UG are more involved in negative activities
during the pandemic. One valid reason could be that , since as observed
from the reports above PG students are more worried about their future
which might result in taking the wrong steps whereas UG students aren’t
that much matured as compared to the other courses , being lack of
maturity and enough exposure to the college life due to pandemic might
let them build habits.
For the analysis of social interaction of students during the pandemic,
participants respond to different fellows they interacted with, which is
rated on a scale of 0 -1, where 0 = No and 1 = Yes. The total number of
Yes and No are recorded which is used to generate average which is
generated against each column. For the sample set of 400 students, the
set of average score is:
Friends – 0.7825, Pets – 0.455, Your children - 0.05, Parents/relatives –
0.93, Nobody – 0.1525, Spouse/Significant other – 0.2025, work-related
– 0.5275.
On the basis of gender, the average score for the male sample set is:
Friends – 0.800, Pets – 0.430, your children - 0.069, Parents/relatives –
0.887, Nobody – 0.156, Spouse/Significant other – 0.187, work-related
– 0.517. The average score for the female sample set is: Friends – 0.759,
Pets – 0.488, your children - 0.023, Parents/relatives – 0.988, nobody –
0.147, Spouse/Significant other – 0.223, work-related – 0.541.From the
score it can be seen that both male and female mostly interacted with
their friends.

On the basis of courses, the average course for UG is: Friends – 0.779,
Pets – 0.338, your children - 0.058, Parents/relatives – 0.882, nobody –
0.235, Spouse/Significant other – 0.132, work-related – 0.426.

41
 The average course for PG is: Friends – 0.785, Pets – 0.462, your
children - 0.043, Parents/relatives – 0.924, nobody – 0.123,
Spouse/Significant other – 0.183, work-related – 0.586.
The average course for Integrated course is: Friends – 0.686, Pets –
0.549, your children - 0.019, Parents/relatives – 0.941, nobody – 0.215,
Spouse/Significant other – 0.157, work-related – 0.549.

The average course for M.Phil is: Friends – 0.666, Pets – 0.5, your
children - 0, Parents/relatives – 0.916, nobody – 0.833,
Spouse/Significant other – 0.255, work-related – 0.5.
The average course for PhD is: Friends – 0.851, Pets – 0469, your
children – 0.074, Parents/relatives – 0.987, nobody – 0.111,
Spouse/Significant other – 0.308, work-related – 0.481.
The average course for certificate is: Friends – 1, Pets 0 *– 0.5, your
children – 0.5, Parents/relatives – 0.5, nobody – 0.5, Spouse/Significant
other – 1, work-related – 0.5.
From the above data it is observed that students have mostly interactions
with their friends and work-related conversations. One valid reason
could be during the pandemic time students have enough time to be
productive apart from their regular studies which opened the path to
have more work-related conversations which was missed during normal
life. Also, friends are always the ones to share any feelings which them
communicate much even in pandemic times.

4.3 CONCLUSION
The present study states that students are at a risk of psychological distress
in case of traumatic events. In this content, in spite of having different
mental issues they have kept themselves active and try to keep the mental
health good by performing various activities and interacted with their close
ones. To assist and help the students to manage those period the university
and also different departments had conducted online webinar and
workshops to cope up with the COVID-19 pandemic. From this study we
came to know how anxiety and depression are greatly related to distancing
us from the university environment and the impossibility of attending the
university. We can also consider, University life is such a place where all
students meet with each other, is based on relationship, get various types of
opportunities, exchange of options and can have physical meet ups. On the
other hand, if we see the positive sight, pandemic has introduced us to a

42
new digital era where there is a possibility of using digital tools to ensure
teaching and functioning of university activities.

43
 APPENDIX

BIBLOGRAPHY
Journal
Siti Khadijah Zainal Badri & Wan Mohd Azam Wan Mohd Yunus, (25 January2021).
The relationship between academic vs. family/ personal role conflict and Malaysian
students’ psychological wellbeing during COVID-19 lockdown. Journal of Further and
Higher Education.

Leonardo Villani, Roberta Pastorino, Enrico Molinari, Franco Anelli, Walter

Ricciardi, Guendalina Graffigna and Stefania Boccia, ( 2021); Impact of the COVID-
19 pandemic on psychological well-being of students in an Italian university: a web-
based cross-sectional survey. Globalization and Health

Holm-Hadulla R.M, Klimov M, Juche T, Möltner A, Herpertz S.C.; 24 September,

(2021); Well-Being and Mental Health of students during the COVID-19 Pandemic.
International Journal of Descriptive and Experimental Psychopathology,
Phenomenology and Psychiatric Diagnosis

Khaled Seetan, Mohammad Al-Zubi, Yousef Rubbai, Mohammad Athamneh,

Almu’atasim Khamees, Tala Radaideh, (June 17 2021). Impact of COVID-19 on
medical students’ mental wellbeing in Jordan Plus One

Kelly Dean Schwartz,Deinera Exner-Cortens, Carly A. McMorris, Erica Makarenko,

Paul Arnold, Marisa Van Bavel, Sarah Williams, Rachel Canfield, (March 18, 2021).
COVID-19 and Student Well-Being: Stress and Mental Health during Return-to-
School. Canadian Journal of School Psychology.

Alison Clabaugh, Juan F. Duque and Logan J. Fields (March 17, 2021). Academic
Stress and Emotional Well-Being in United States College students following onset of
the COVID-19 Pandemic. Frontiers in Psychology

Rory C. O’Connor, Karen Wetherall, Seonaid Cleare, Heather McClelland, Ambrose

J. Melson, Claire L. Niedzwiedz, Ronan E. O’Carroll, Daryl B. O’Connor, Steve Platt,
Elizabeth Scowcroft, Billy Watson, Tiago Zortea, Eamonn Ferguson and Kathryn A.
Robb, (2021). Mental health and well-being during the COVID-19 pandemic:
longitudinal analyses of adults in the UK COVID-19 Mental Health & Wellbeing
study. The British Journal of Psychiatry.

44
Leonhard K. Lades, Kate Laffan, Michael Daly and Liam Delaney, (2020). Daily
emotional well-being during the COVID-19 pandemic. British Journal of Health
Psychology (2020).

Hanan A.Alfawaz, Kaiser Wani, Abdulaziz, Dara Aldisi, Mohammed G.A. Ansari,
Sobhy M. Yakout, Shaun Sabico, Nasser M. Al- Daghri, (2021).Psychological well-
being during COVID-19 lockdown: Insights from a Saudi Sate University’s Academic
Community. Journal of King Saudi University.

Adriana Razende Lopes, Oscar Kenji Nihei (October 13, 2021). Depression, anxiety
and stress symptoms in Brazilian university students during the COVID-19 pandemic:
Predictors and association with life satisfaction, psychological well-being and coping
strategies. Plus One

Amar Prashad Chaudhary, Narayan Sah Sonar, Jamuna TR, Moumita Banerjee,
Shailesh Yadav, (February 24, 2021). Impact of the Covid-19 Pandemic on the Mental
Health of College Students in India: Cross-sectional Web-Based Study. JMIR
Publications Acting Digital Health & Open Science

45
 QUESTIONNAIRE

My name is Anusmita Sarmah, currently pursuing MBA. I am conducting a

research study on the psychological well-being of the students of Assam
University, Silchar during COVID-19 pandemic. It would be great if you spare
10 minutes of your valuable time and fill this form so that I can complete this
report. All responses will be kept anonymous and no one will be identifiable in
the research.

1. Name:

2. Email id:

3. Hometown:

4. Age group
a) 18-21
b) 22-25
c) 25-28
d) 28and above

5. Gender
a) Male
b) Female
c) Prefer not to say

6. Course Pursuing
a) UG
b) PG
c) 5 years integrated course
d) M Phil
e) Ph. D.
f) Cert/Dip.

7. Marital Status
a) Married

46
 b) Unmarried

8. Residing in
a) Campus
b) Outside campus

If outside campus then Specify:

___________________________________

9. Have you been infected by COVID? yes/No

10.Kindly tick the following:

Questions Not Slightly Moderately Very Extremely

at all Serious Serious Serious Serious
Serious

A How serious do you

believe COVID-19
is?

SL. Questions Strongly Disagree Moderate Agree Strongly

No. Disagree Agree

B Pandemic feels like

something distant

C Suffering from the

impossibility of meeting
your family
D Familiar with the
precautions of COVID-
19

E Fear about the increase

in positive cases

F Feeling fear about the

containment of the
pandemic
47
G Fear about the rise in
death cases

H Fear of distancing from

fellow students

I Suffering from
impossibility of
attending university

J Concerned about the

possibility that the
pandemic could reduce
your concentration on
academic activities

K Concerned that
preventive measures
could hamper your
studies

L Determined to complete
studies before pandemic

M Worried about returning

to university

Questions Not A Somewhat Very Extremely

at little Much
all bit

To what extent distraction is

N becoming an issue in your
current environment
O To what extent do you believe
your academic future is at risk
due to pandemic

48
 11. Tick the activities whether you have performed it during the pandemic or
not?

Activities Yes No
Exercising
Going for a walk
Gardening
Pursuing a hobby
Taking care of children
Socializing
Drinking alcohol
Smoking
Pray/worship/meditate
Eating
Commuting to work
Internet
Resting/relaxing
Doing housework
Preparing food
Watching TV/streaming
Listening to the radio
Doing nothing
Using social media
Shopping
Working/studying
Schooling children
Informing myself about
Covid−19

Mention any other activities you have performed that is not listed above?(if any)

_____________________________________________________________

12.You have interacted mostly with:

Yes No
Friends
Pets
My children
Parents/ relatives

49
Nobody
Spouse/ significant
other
Work-related

50