IdeaFest
 

Document Type

Oral/Panel

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Publication Date

4-2021

Abstract

Many universities were forced to change to online learning and cancel or limit activities which would have been a part of the college experience. When COVID-19 required the closure of universities, students had their routines interrupted with many having to return home. These changes in routine may have had an impact on the well-being and self-efficacy of the college student. The purpose of this quantitative study will be to examine undergraduate, university junior and senior students’ (classes of 2021 & 2022) well-being in the context of the 2020 pandemic and determine if lower well-being is associated with lower self-efficacy. We will collect data from students through an in-person survey using the 10-item General Self-efficacy scale (Besta, T. et al, 2018, p.80), the adult Mental Health Continuum– Short Form (Keyes, C.L.M., 2002), and will include two open-ended survey questions related to well-being. We anticipate the results will show the disruptive changes caused by the COVID-19 pandemic campus closure may have produced a negative image and association to the social and educational college experience. It is also hypothesized, the student, although resilient in their coping abilities, will generally have negative thoughts regarding their social and educational instruction adjustments. The information gained from this study will be useful to the leadership and advising teams in assisting students who may struggle with well-being and self-efficacy during the college life experience. This study may provide insights into programs which may need to be established in assisting college students in adjusting and maintaining well-being during life changing experiences such as attending college away from home.

First Advisor

Gabrielle Strouse

Research Area

Educational Administration

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