PSYCHOLOGICAL IMPACTS OF COVID-19 1

HOLY ANGEL UNIVERSITY

Psychological Impacts of COVID-19 Among College Students

at Holy Angel University

Bolor, Mela Georgette T.

Timog, Emmanuel Joshua C.

Torres, Rodimar Jr.

Authors’ Note

Correspondence concerning this article should be addressed to Mela Georgette Bolor,

Emmanuel Joshua Timog, and Rodimar Torres Jr. Holy Angel University, #1 Holy Angel

Avenue, Sto. Rosario, Angeles City, 2009, Philippines, Email: [email protected];

[email protected]
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INTRODUCTION

Background of the Study

The outbreak of COVID-19 has seen entire cities in Philippines effectively placed

under mass quarantine. Institutions and facilities were forced to shut down as a protocol to

prevent the spreading of the virus, resulting in an economic recession (Panchal et al, 2021).

However, precedents for such measures broke down as the resulting economic recession have

negatively affected many people’s mental health. Although these decisive actions and efforts

are highly commendable and necessary, issues continue to emerge as COVID-19 confinement

may have adverse effects on young adults’ mental health. Particularly college students.

Due to the long-lasting pandemic situation, the COVID-19 has likely affected mental

health, particularly with widespread social isolation. These times of uncertainty can fuel

anxiety, causing the mind to conjure up new stressors including fear and worry for oneself or

loved ones, constraints on physical movement and social activities due to quarantine, and

sudden and radical lifestyle changes (Son et al, 2020). These has the potential to affect the

mental health and well-being of many.

As students’ mental health has been an increasing concern. College students are not

insusceptible. Unlike other student groups, such as primary. The COVID-19 pandemic

situation has brought this vulnerable population into renewed focus.

Studies show that during the pandemic, a larger than average share of young adults

(ages 18-24) report symptoms of anxiety and depressive disorders (Panchal et al, 2021).

Whereas other reports from those who are quarantined were significantly more likely to be
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exhausted, detached from others, indecisive, anxious, and irritable. Some even had trouble

sleeping, poor concentration, and deteriorating work performance (Bai Y et al, 2020).

Hence, the study for the psychological impacts of COVID-19 was conducted. This

study examines its likely effects on mental health and the underlying factors that contribute to

these effects. The study aimed at proposing and validating a newly developed measurement

tool to specifically assess sources of stress related to the COVID-19 pandemic lockdown

among university students, using the COVID-19 Student Stress Questionnaire (CSSQ).

It is a 7-item instrument that have been defined as a general measurement tool to

assess COVID-19 related sources or stress among university students. It includes the scope

within fear of contagion and the state of living in isolation. It was hypothesized that induced

changes in academic studying and relationships with friends, partner, university colleagues,

professors and relatives could constitute significant perceived COVID-19 pandemic

lockdown-related sources of stress among university students (Zurlo, M. C. et al, 2020).

The researchers also elicited pandemic-specific stressors across academic-, health-, and

lifestyle-related outcomes such as effects on own or loved ones’ health, sleeping habits, eating

habits, financial situation, changes to their living environment, academic workload, and social

relations.

Overall, the study focuses on college students at Holy Angel University, Angeles,

Pampanga and presents an integrated framework to determine whether and how stressors

influence their psychological being– both mental and emotional.

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Rationale

As a major virus outbreak in the 21st century, the Coronavirus disease 2019 (COVID-

19) pandemic has led to unprecedented hazards to mental health globally. While psychological

support is being provided to patients, elders, repatriated workers and healthcare workers, the

students’ mental health requires significant attention as well. This research proposal aims to

synthesize the effects of COVID-19 on psychological outcomes and behavioral effects of the

general population of college students at Holy Angel University and its associated risk factors.

Significance of the Study

This study contributes to the current literature on psychological stress and mental

health. It makes up for the lack of understanding of the situations of college students who are

engaged in online classes from their home during the COVID-19 outbreak. This research does

not only overcome the previous analysis focusing primarily on the effect of a single stressor

on college students’ health but also enlarges the scope of current research on students’ stress

and health.

The findings of this proposed research would benefit the following:

1. Respondents would be able to self-assess themselves in terms of their mental and

emotional being. They will come to an understanding with their own mental and

emotional needs to respond to the many aspects that make up their well-being.

2. Researchers would also gain from this study because it would develop their

knowledge on the topics addressed.

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3. The academe is also one of the beneficiaries, provided the basis for psychological

intervention programs, it would help them raise morale by promoting social support

and positive coping strategies.

4. Future researchers will benefit from this study as well. It could be a basis for future

studies regarding this topic.

Statement of the Problem

The study aims to identify the psychological impacts of COVID-19 pandemic on the

well-being of college students Holy Angel University.

Moreover, the researchers specifically aim to provide answers to the following:

1. To what extent COVID-19 affects the psychological being of college students at

Holy Angel University?

2. What are the behavioral effects under stress?

3. What are the common stressors among students in higher education?

4. How do these affect academic and lifestyle related outcomes?

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Conceptual Framework

Figure 1. Conceptual framework

Figure 1 shows the independent variables (psychological being, behavior, and

responsibilities), mediating variables (financial problems, coronavirus, sudden changes in life,

procrastinating, eating habits, school, and home) and the outcome (mental health) which is

affected by the respective variables.

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Abbreviations

1. CSSQ (COVID-19 Student Stress Questionnaire)

2. COVID-19 (Corona Virus Disease ’19)

3. HAU (Holy Angel University)

METHODOLOGY

Research Design

This study is a quantitative research. A set of survey questionnaires and semi-

structured interview is designed with the purpose of assessing the mental health status of

college students both quantitatively and qualitatively. In addition, the interview aimed to

capture the ways that students have been coping with the stress associated with the pandemic

situation. However, the survey will assess participants’ general stress levels using the CSSQ.

It is a 7-item instrument that have been defined as a general measurement tool to

assess COVID-19 related sources or stress among university students. It includes the scope

within fear of contagion and the state of living in isolation. It was hypothesized that induced

changes in academic studying and relationships with friends, partner, university colleagues,

professors and relatives could constitute significant perceived COVID-19 pandemic

lockdown-related sources of stress among university students (Zurlo, M. C. et al, 2020).

The survey would also be comprised of pandemic-specific stressors and possible

academic-, health-, and lifestyle-related outcomes. Students will also be asked about the

behavioral effects under stress and the effects on academic and lifestyle related outcome. The
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aspects were scored using a 5-point Likert scale: 1 (significantly decreased), 2 (slightly

decreased), 3 (grossly similar), 4 (slightly increased), and 5 (significantly increased).

Participants

The participants of the study will be college students from different college

departments at Holy Angel University. The researchers will ensure that chosen students from

different colleges will qualify the following conditions: 1) six months of online class

experience, 2) informed consent from the participants.

The random sampling process will be performed by a computer through Microsoft

Excel software, and for each section of different colleges, the computer will randomly select

twenty (n = 20) respondents from the list of students’ names in the worksheet. In this way,

every student and college department have an equal chance of being included in the sample.

For instance, if the researchers manage to acquire 40 students in each section, the names of

these students will be entered into the worksheet and only half (20) will be randomly selected.

There will be a total of (n = 120) respondents who will undertake in the study.

Research Instrument

To get the appropriate data needed, the researcher will use survey and interview as

research instrument. The survey questionnaires consist of three (3) parts. Part 1 includes the

demographic profile of the respondents. Researchers will determine the age, sex, and college

department the respondent is from. Part 2 consists of “Check-All-That-Apply” or CATA

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questionnaires that presents a list of multiple, possible answer options. This tool will help the

researchers determine the behavioral effects of stress and common stressor among the sample.

Part 3 consists of CSSQ and a separate 5-point Likert scale. Each statement on the CSSQ will

be answered from a similar 5-point Likert scale from 1 (not at all stressful) to 5 (extremely

stressful). This tool will help determine the psychological impacts of COVID-19 in terms of

stress levels. The other Likert scale consists of questions that will determine the effects of

stress on academic- and lifestyle-related outcomes.

Data Gathering Procedure

The data needed for the study will be collected through survey questionnaires and a

semi-structured online interview. The researchers will disseminate online surveys via Google

forms. Whereas the interview will be conducted via Skype or Zoom app. The survey consists

of close-ended questions in which is divided by two parts: demographic (age, sex, and college);

and predetermined set of questions on psychological impacts of COVID-19.

The psychological impacts including behavioral effects of stress, stressors, and the

effects of these on academic- and lifestyle-related outcomes on college students will be

assessed using multiple response question that presents a list of possible answer options or

CATA (check-all-that-apply) questionnaire items and the respondent will select all options that

are true for them. The following CATA questionnaires are developed to assess the perceived

stress of the respondents.

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Though, the COVID-19 Stress Scales was developed to measure the psychological

impact of COVID-19 in terms of danger and contamination fears, fears about economic

consequences, xenophobia, compulsive checking, and reassurance seeking, and traumatic

stress symptoms (Taylor et al, 2020). Respondents answer each item of the questionnaire using

a Likert scale from 1 (not at all stressful) to 5 (extremely stressful). Total scores range from 1-

50.

Data Analysis

As it is a quantitative research, statistical analysis will be used to perform various

statistical procedures. Quantitative data involves descriptive data.

For the validity testing of the CSSQ, European Federation of Psychologists’

Association’s (EFPA) standards and guidelines will be used (Evers et al. 2013), which describe

the standard method for validity testing by the following levels of evidence: 1) construct

validity; 2) criterion validity: (a) postdictive or retrospective validity; (b) convergent validity;

(c) discriminant validity (Zurlo, M. C., 2020).

Ethical Considerations

It is important to adhere to ethical principles to protect the dignity, rights, and welfare

of research participants (WHO, n.d.). Thereby the researchers ensure ethical considerations in

pursuit of this study. These include full honesty, requirements for informed consent– a consent
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form is presented to the possible participants for the interview containing their rights to be

informed about the study procedures. Moreover, anonymization and storage of data, and duty

of confidentiality for all those who will undertake the research study.
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APPENDICES

Appendix A: Consent Form for Participation on an Interview

Consent Form for Participation on an Interview

I volunteer to participate in a research project conducted by [name of the researcher/s]

from Holy Angel University. I understand that the project is designed to gather information

about the psychological and behavioral impact imparted by the COVID-19 pandemic. My

participation in this project is voluntary. I understand that I will not be paid for participation. I

may withdraw and discontinue participation at any time without penalty.

1. If I feel uncomfortable in any way during the answering the Google form and interview

session, I have the right to decline to answer any question or to end the interview.

2. Participation involves being asked to answer specific questions on the Google Form and

being interviewed by researchers from Holy Angel University via Zoom app. The interview

will last approximately 15 minutes or less. Notes will be taken during the interview by the

interviewer, and the interview will be audio recorded. If I do not want to be recorded, I will

not be able to participate in the study.

3. I understand that the researcher will not identify me by name in any reports using

information obtained from this interview, nor will any identifying information be used in future

publications. My confidentiality as a participant in this study will remain secure.

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4. I confirm that I have read and understand the information provided to me. I have had all my

questions answered to my satisfaction, and I voluntarily agree to participate in this study.

5. I have been given a copy of this consent form.

Signature of Participant: ________________

Date: ________________

Signature of the Researcher/s: _________________

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Appendix B: Proposed Survey Form

Survey Form

Note: This survey and any data within it are confidential and intended solely for the use of this

study. Your participation is entirely voluntary. If there are items you do not feel comfortable

answering, please skip them. Thank you for your time and cooperation.

Demographic

Gender:

□ Male

□ Female

□ Others/I prefer not to respond

Age:

□ 18-20 years old □ 24-26 years old

□ 21-23 years old □ 27-29 years old

College:

□ SEd □ SHTM □ SNAMS

□ SEA □ SoC □ CCJEF

□ SAS □ SBA
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I.

a. What are the usual behavioral effects of stress you have noticed on yourself since

the COVID-19 pandemic? (Check all that apply)

□ Decreased efficiency and □ Change in sleep patterns

effectiveness □ Change in activity performance

□ Difficulty communicating □ Periods of crying

□ Increased sense of humor □ Increased use of tobacco, alcohol,

□ Irritability, outbursts of anger, or caffeine

frequent arguments □ Hyper-vigilance about safety or the

□ Inability to rest or relax surrounding environment

□ Change in eating habits □ Accident prone

b. What are the most pressing factors that trigger your stress? (Check all that

apply)

□ Study workload □ Relationships

□ Academic grades □ Times of uncertainty (e.g., duration

□ Financial pressure (e.g., tuition, of quarantine, fears of infection)

living costs) □ Not having much or any control

□ Parental pressure over the outcome of a situation

□ Work □ Concerns on health (e.g.,

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II.

a. Check the box that indicates your answer based on the scale where 1 –

significantly decreased, 2 – slightly decreased, 3 – grossly similar, 4 – slightly

increased, and 5 – significantly increased.

1 2 3 4 5

How has your academic performance changed?

How has your participation in online classes changed?

How has your stress-eating changed?

How has the probability of skipping meals

(breakfast/lunch/dinner) changed?

How has your consumption of tobacco and alcohol changed?

How has your productivity changed?

How has your sitting and screen time changed?

b. Check the box that indicates your answer based on the scale where 1 – not at all

stressful, 2 – somewhat stressful, 3 – moderately stressful, 4 – very stressful, and

5 – extremely stressful.

1 2 3 4 5

How do you perceive the risk of contagion during this period

of COVID-19 pandemic?

How do you perceive the condition of social isolation

imposed during this period of COVID-19 pandemic?

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How do you perceive the relationships with your relatives

during this period of COVID-19 pandemic?

How do you perceive the relationships with your university

colleagues during this period of COVID-19 pandemic?

How do you perceive the relationships with your university

professors during this period COVID-19 pandemic?

How do you perceive your academic studying experience

during this period of COVID-19 pandemic?

How do you perceive the changes in your sexual life due to

the social isolation during this period of COVID-19

pandemic?
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