Undergraduate Students' Perceived Stress Levels in Summer Term 2020 - A Comparison to Preceding Academic Terms.

Simone Antje Goppert,Maximilian Pfost

doi:10.3389/fpsyg.2021.672783

Abstract

The COVID-19 pandemic tremendously affected teaching and learning in both schools and higher education settings. In Germany, university students had to shift from in-person group learning in lectures and seminars to new forms of e-learning and distance teaching. Even before COVID-19, stress was a common experience among university students, and these changes have reinforced students’ stress levels. Based on a sample of n = 110 German university students, this study explores whether students’ perceived stress levels in summer term 2020 differed from their perceived stress levels in preceding academic terms. The results show that students experienced lower levels of stress and higher levels of joy in summer term 2020 compared to preceding academic terms. Despite limitations in the interpretation of these findings, possible explanations, such as changes in academic and non-academic workload or decreased demands in university exams, are discussed.

Highlights

University students often report substantial levels of perceived stress, especially during challenging periods, such as the transition from school to university, which requires them to adapt to different forms of learning or develop a new identity as a university student (e.g., Perry et al, 2001; Denovan and Macaskill, 2017)
This study aims to explore university students’ perceived stress levels in summer term 2020, which was strongly affected by the COVID-19 pandemic, in comparison with students in preceding academic terms
This assumption is transferable to the summer term 2020 under COVID-19 and its change from classroom teaching to distance teaching and online learning

Summary

Introduction

University students often report substantial levels of perceived stress, especially during challenging periods, such as the transition from school to university, which requires them to adapt to different forms of learning or develop a new identity as a university student (e.g., Perry et al, 2001; Denovan and Macaskill, 2017). It can be concluded that all kinds of changes in people’s lives, including changes and transitions in the learning environment, can lead to an increased level of stress (e.g., Clinciu, 2013; Sohail, 2013; Denovan and Macaskill, 2017). This assumption is transferable to the summer term 2020 under COVID-19 and its change from classroom teaching to distance teaching and online learning

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Conclusion