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org © 2021 IJCRT | Volume 9, Issue 2 February 2021 | ISSN: 2320-2882

A COMPARATIVE STUDY OF
PSYCHOLOGICAL WELL-BEING OF
STUDENTS DURING COVID-19 PANDEMIC
PERIOD
Utkarshi Rawat
Trainee Psychologist
Nidaan - The Psychological Services, Dehradun, Uttarakhand, India

ABSTRACT
Students during COVID-19 pandemic period faced a lot of challenges. Being a sensitive group of society,
their mental health becomes the topic of concern. This upheaval has affected the psychological well-being of
students. The present study aims to find out the psychological well-being of students during COVID-19
pandemic period through applying WHO (5) Well-being Index. A sample of 80 (40 girls and 40 boys)
participants was selected from different CBSE board schools of Dehradun, Uttarakhand, India by purposive
sampling technique. Results indicate that there is no significant difference in terms of the psychological well-
being between girl and boy students. It is also found that those who fall under red flag zone, need to be further
referred for proper intervention to address their poor psychological well-being. It is concluded that boy and
girl students showed similar psychological well-being during COVID-19 pandemic period.
Keywords: Psychological well-being, COVID-19 pandemic.
I. INTRODUCTION

Coronavirus has adversely affected the entire world. This phenomenon has led to both short term and
long-term psycho-social and mental health problems. More than two-fifths of the people are experiencing
common mental disorders, due to lockdown and the prevailing COVID-19 pandemic (Grover et al., 2020).
COVID-19 pandemic and the lockdown as a result of that, has affected many sectors including education,
economy, health, employment and day to day outdoor activities. It was observed that about 80% of the
students, have been suffering from excessive stress, depression, anxiety (Dutta, A., 2020), confusion, anger,
insomnia and emotional exhaustion (Rahman, 2020). This stress may lead to unfavorable effects on the
learning and psychological health of students (Khetan, Moksh, S. et al., 2020), and high levels of depression
were associated with difficulties in focusing on academic work (Kecojevic, A., Basch, C. H., Sullivan, M., &
Davi, N. K., 2020).
Women, young people, and those with preschool aged children are experiencing the greatest increase
in mental distress (Pierce, Matthias et al., 2020). Those with higher levels of perceived stress were more likely
to be females and unable to focus on academic work (Kecojevic, A., Basch, C. H., Sullivan, M., & Davi, N.
K., 2020).
Many countries declared nationwide lockdown due to COVID-19 pandemic. Government of India also
declared complete nationwide lockdown on 25 March 2020 for an uncertain period.
As the COVID-19 pandemic spreads, there has been an increasing move in the direction of schooling
online because of shutting down of schools, colleges and universities for an indefinite period
(Martinez, 2020). Institutions and schools started home schooling and the far-flung use of remote teaching
was introduced via online learning modules and television (Varalakshmi, R. and Arunachalam, K.,

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2020; Wang, et al., 2020). There was a shift from regular class to online class. It was observed that most of
the schools and colleges were totally unprepared for the complete closure and faced many challenges due to
lockdown.
COVID-19 pandemic has worked as a catalyst for the educational sector to grow and opt for platforms
with technologies, which have not been used before. The educational institutes created many opportunities
during COVID-19 pandemic to strengthen their technological knowledge and infrastructure (Jena, P., 2020).
On 20 March 2020, The Ministry of Human Resource Development (MHRD) released list of many
free digital/ e-learning platforms which is both for Secondary and Higher Education students. These platforms
include e-PATHSHALA, DIKSHA, National Repository of Open Educational Resources (NROER),
SWAYAM, and SWAYAM PRABHA (MHRD,2020). These initiatives are highly informative to the faculty
members and the students to enhance their knowledge either in their fundamental course (or) in advanced
course (or) in preparing for a competitive examination (or) in a specific field of his / her interest (Varalakshmi,
R., Arunachalam, K., 2020).

Challenges
The education sector is facing unprecedented challenges during the COVID-19 pandemic period. In
India, not every student is well equipped with the high-speed internet and digital gadgets, thus, they are in the
line of sufferers. Government schools and colleges were at more risk because they don’t have the proper
facilities for conducting online classes and children studying in government schools and colleges are usually
from lower economic background, so they lack Wi-Fi and internet availability. These students almost certainly
do not have access to remote and digital learning facilities at home (India today, 2020). The students who
aren’t privileged like the others will suffer due to the present choice of digital platforms (Jena, P., 2020).
Numerous advanced educational institutes in India are also not equipped with digital facilities right
now to cope up with sudden change from traditional education set up to the online education system. India is
not fully fortified to make education reach all corners of the nation via digital platforms.
Online classes are being facilitated largely for students who attend urban private schools, and already
outperform government school students on most indicators of learning (Annual Status of Education
Report, 2018).
COVID-19 pandemic has affected more than 91% of students worldwide, with nearly 1.6 billion
children and young people who were unable to attend physical schools due to temporary closures and
lockdowns (UNICEF, 2020). In India, more than 32 crores of students have been affected by the various
restrictions and the countrywide lockdown for COVID-19. About 14 crores of primary and 13 crores of
secondary students are affected which are two mostly affected levels in India (UNESCO, 2020). Students had
pervasive negative reactions to the online condition that became necessary due to the pandemic (Besser, Avi,
et al., 2020). The courses became less enjoyable, less interesting, decreased in learning value, facilitated less
attention and effort, and incorporating less cultural content after transitioning online. Evaluations of courses
transitioning to online were consistently predicted by online self-efficacy, emotional well-being, computer
anxiety, online student engagement, and student perceptions of instructor confidence with transitioning online
(Garris, Christopher, P. & Fleck, Bethany, 2020).
School students are spending 50 per cent more time online than they would have before COVID -
19 hit, said a recent report by the National Association of Software and Service Companies (NASSCOM)
(Das, P., 2020).
Mobile addiction is yet another major problem of online learning. Too many contacts and continuous
communication via a variety of channels might cause considerable distraction preventing students from
focused, concentrated learning and task solving. Inappropriately structured and delivered instruction may
further lead to information and study overload (Wadhwa, N., et al., 2020).
Lockdowns, physical distancing, and shifts in learning formats, as well as other economic and
contextual factors related to the pandemic, can have disproportionate effects on vulnerable groups, including
children with disabilities and their families (World Health Organization and World Bank 2011; UNICEF
2020b). A study on Children with special needs showed that during the pandemic period, home isolation,
lack of socialization, changes in daily routines, and lack of services negatively affected the emotional states
of children with disabilities, contributing to parental overload and stress. Support teachers, assistants,
therapists, activists, service providers, children with disabilities, and parents of children with disabilities in
Kosovo face numerous challenges and concerns due to the spread of the COVID-19 pandemic, including
lockdowns, physical distancing, school closures, shifts to distance learning, and a lack of support services

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(Hyseni Duraku, Zamira & Nagavci, Mirjeta, 2020).There is a greater inclusion of persons with disabilities
amid the COVID-19 pandemic (The Hindu, 2020).
Disadvantages of COVID-19 pandemic on students include unequal access to technology, inability to
focus on screens, increased responsibility of parents to educate their wards, loss of nutrition due to school
closure as there is provision of mid-day meals in many government schools in India, unprepared
teachers/students for online education and payment of school fees from the students got delayed. The
advantages include enhanced digital literacy, increased the use of soft copy of learning material, rise in online
meetings, demand for Open and Distance Learning (ODL), improvement in collaborative work, worldwide
exposure and better time management (Jena, P., 2020).

Coronavirus disease 2019 (COVID-19)

COVID-19 is a disease caused by a new strain of coronavirus. ‘CO’ stands for corona, ‘VI’ for virus,
and ‘D’ for disease. Earlier, this disease was referred to as ‘2019 novel coronavirus’ or ‘2019-nCoV.’ The
COVID-19 virus is a new virus linked to the same family of viruses as Severe Acute Respiratory Syndrome
(SARS) and some types of common cold. (UNICEF, 2020). COVID-19 pandemic has affected the entire
world in some way or the other.
People infected with the COVID-19 virus experienced mild to moderate respiratory illness and they recover
without requiring any special treatment. Elderly people, and those with any medical conditions like diabetes,
cardiovascular disease, chronic respiratory disease, and cancer are more susceptible to develop major illness
(WHO, 2020).
Psychological well-being
There is no consensus around a single definition of well-being, but there is general agreement that at
minimum, well-being includes the presence of positive emotions and moods (e.g., contentment, happiness),
the absence of negative emotions (e.g., depression, anger, anxiety), satisfaction with life, fulfillment and
positive functioning (Frey, B.S., Stutzer, A., 2002; Andrews, F.M., Withey, S.B., 1976; Diener, E., 2000;
Ryff, C.D., Keyes, C.L.M., 1995). In simple terms, well-being can be described as judging life positively and
feeling good (Diener, E., Suh. E., Oishi. S., 1997; Veenhoven, R., 2008).
Well-being can be defined as a state of happiness and contentment, with low levels of distress, overall
good physical and mental health and outlook, or good quality of life (American Psychological Association,
2019).
Psychological well-being (PWB) refers to inter- and intra-individual levels of positive functioning
that can include one’s relatedness with others and self-referent attitudes that include one’s sense of mastery
and personal growth (Burns R., 2016). It also refers to how people evaluate their lives. According to Diener
(1997), these evaluations may be in the form of cognitions or in the form of affect (Centre for Bhutan & GNH
Studies).
Psychological well-being is usually conceptualized as some combination of positive affective states
such as happiness (the hedonic perspective) and functioning with optimal effectiveness in individual and
social life (the eudaimonic perspective) (Deci & Ryan, 2008).

II. RESEARCH METHODOLOGY

Objectives
The present research attempted to study the psychological well-being of students during COVID-19
pandemic. It also aimed at studying the need for psychological intervention for well-being of girl and boy
students.
Hypothesis
The researcher hypothesized that (i) there will be a significant difference between the psychological
well-being of girl and boy students during COVID-19 pandemic period, and (ii) there will be a need to address
poor psychological well-being in students.
Sample
The sample consisted of 80 subjects (40 girls and 40 boys) from different CBSE board schools of
Dehradun, Uttarakhand, India studying in 8-10 standard. The age range of these subjects was 13-15 years.

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Sampling technique
The technique used in the selection of the sample was purposive sampling technique.

Variables
Independent Variable - COVID-19 Pandemic period.
Demographic- Gender of students (girls and boys)
Dependent Variable- Psychological well-being of students.
Tools
The tool used for this research was World Health Organization- Five Well Being Index (1998 version).
The WHO-5 is a short self-reported measure of current mental well-being. The measure was first introduced
in 1998 by WHO Regional Office in Europe as part of the DEPCARE project on well-being measures in
primary health care. It is for children aged above 9 and has been translated in 30 languages.

Procedure
The procedure involved an online survey, taken with the help of google forms. The google form was
created of WHO-5 Well Being Index and a survey link was circulated using WhatsApp. Each subject was
requested to fill the questionnaire. They were requested to be open and honest in answering the questions and
was informed that their answers would be kept confidential. The instructions given were same for all the
subjects and they were requested to read the instruction part of the questionnaire before filling the form.
The obtained responses on WHO-5 were then scored according to the instructions, which were further entered
in the datasheet for further analysis. Ethical issues for confidentiality were kept into consideration.
Statistical Analysis
The data was analyzed statistically with the help of SPSS software. Independent t-test was applied to
calculate the significant difference between the means. Descriptive statistics was also calculated.

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III. RESULTS AND DISCUSSION

Table 1: Comparison between boys and girls in terms of their psychological well-being.

Boys (n=40) Girls (n=40)

Mean SD Mean SD t-score

Psychological 16.03 5.22 16.98 4.69 0.86

well-being

19 16.98
17 16.03
15
13
11
9
7
5
3
1
Boy students Girl students
Boy students Girl students

Figure 1: Mean scores of Psychological well-being of boys and girls.

The result indicates that the difference of means between the two groups of students (girls and boys)
in terms of their PWB during the period of COVID-19 pandemic is found to be not significant as the difference
in PWB between both the groups is very less (0.95).
According to Kantariya Ashok S. (2017), gender has no effect on psychological well-being and that
girls and boys are raised and treated equally without any gender bias while their family accept them whole-
heartedly. Over the past few decades, the views of society towards women education and empowerment have
changed markedly which indicates that gender has no effect on PWB. The present study confirms the findings
of the previous studies carried out by Salleh, N., & Mustaffa, C.S. (2016); Hassan, A., & Khairiah, K., (2014)
and Saranya, R., & Velayudihan (2008). They found that there are no significant differences in the mental
health among boys and girls. Casey and Rebecca (2011) have also found that there are no differences
according to gender on the level of wellbeing, anxiety, and depression.
The finding of the present study also indicates that there is a little hike, though negligible, in PWB of
girls than boys, which means, the PWB of girls is better than boys during the COVID-19 pandemic period. A
study by Waghmare, R. D., (2017) explained that female students have high psychological well-being,
efficiency, mental health and interpersonal relations as compared to male students. If viewed in terms of their
academic performances Gürel, N. A., (2009); Cirhinlioğlu, (2006) and Cenkseven (2004) have found that
females are more successful than males in academic context and reported higher psychological well-being
than males.
Boys procrastinate more than girls in the morning, that becomes difficult for them to attend online
class and they also show lack of interest. This observation is supported by a study by David S. Bennett et al.
(2005) who found that the boys who are depressed have higher clinician ratings of anhedonia, depressed
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morning mood, and morning fatigue. The finding of the present study agrees with the study of David (2005);
however, it contradicts with the findings of a study by Gray et al. (2020), who explained that there are gender
differences and indicate greater levels of mental health problems due to COVID-19 in women.

Table 2: Levels of Psychological well-being of boy students and girl students

PWB/Gender High Low

Boys 23 03

Girls 23 06

25 23 23

20

15

10
6
5 3

0
Boy students Girl students

High score Low score

Figure 2: Psychological well-being of boy students and girl students

As indicated in the table 2, the girls’ group obtained 23 as the highest score, which means their
psychological well-being is good. Good psychological well-being is about feeling happy and doing well.
People with high psychological well-being report feeling capable, happy, well-supported, and satisfied with
life (Morin, A. 2020). The minimum score obtained by the girl students is 06, which signals extremely poor
PWB, which is a worrying situation. Similarly, the highest score obtained by boys is 23 and the lowest is 03.
A score as low as 03 is again a red flag in terms of their PWB.
There is a total of 15 students who scored below 13 and according to the tool used in the present study
(WHO [Five] Well-Being Index) any score below 13 is an indicator of poor wellbeing. Those who scored
below 13 are suffering from poor PWB and may show the symptoms like depressed mood, loss of interest and
enjoyment, and reduced energy leading to increased fatigability and diminished activity, as per the criteria
given in ICD-10.
This directs for a need of immediate intervention for the improvement of the well-being of all these 15
students. Thus, it is an indication for testing for depression as per the criteria mentioned under ICD-10. Further
intervention may be provided accordingly under professional supervision.

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IV. CONCLUSION
The study revealed that the students scored almost equal on the WHO (Five) Well-Being Index and
there is no significant difference in the levels of PWB between girl and boy students during COVID-19
pandemic period. It concludes that boys and girls faced similar levels of PWB during COVID-19 pandemic
period, which affected them in similar ways. Furthermore, those who were found in the risk zone of poor well-
being as per the criteria of ICD-10, needs to be assessed further and referred for proper intervention. Moreover,
further research is needed for the study of PWB of students during COVID-19 pandemic period.

V. LIMITATIONS AND SUGGESTION

It would have been more representative if the data would have been collected face to face. This study
was conducted on a small group of students in a defined area. More representative results can be procured
considering various areas and then a comparative study can be conducted. Large scale study can also be
conducted to explore Psychological well-being in students with greater depth. Students from CBSE board
schools were selected in the present study, hence, it is suggested that students from other schools under
different boards can be included in future studies for broader outcomes.
Follow-up is required for the students who scored below 13 as they are considered to be at risk of poor
well-being according to WHO (Five) Well-Being Index.
There is also a need to carry out more research to analyze the psychological well-being of male and female
persons in general and students in particular.

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