Pandemi Döneminde Üniversite Öğrencilerinin İyilik Halleri

Year 2023, , 2441 - 2472, 01.11.2023

Fidan Korkut Owen , Deniz Albayrak Kaymak

https://doi.org/10.37669/milliegitim.1178457

Abstract

Bu araştırmada COVİD-19 pandemisi döneminde üniversite öğrencilerinin iyilik halinin (fiziksel, sosyal, duygusal, bilişsel ve yaşamı anlamlandırma/hedef odaklı olma boyutlarında) ne durumda olduğu sorusuna yanıt aranmıştır. Veriler 371 (272 K ve 94 E) üniversite öğrencisinden beş boyutlu olan İyilik Hali Yıldızı Ölçeği ile bir kişisel bilgi formu aracılığı ile toplanmıştır. Bulgular, kadın öğrencilerin sosyal iyilik hallerinin erkek öğrencilere göre, sözel ve sosyal alanlarda eğitim görenlerin bilişsel iyilik hallerinin sayısal ve teknoloji alanında öğrenci olanlara göre daha yüksek olduğunu ve yaş grupları arasında iyilik hali konusunda fark bulunmadığını göstermiştir. Kişilerarası iletişimlerinin pandemi öncesine göre daha kötü, aynı ya da daha iyi olduğunu ifade eden öğrenciler arasında toplamda ve iyilik halinin bilişsel boyutu hariç diğer dört boyutunda anlamlı farklar bulunmuştur. Katılımcılar pandemiden önceki döneme göre bütün iyilik hali boyutlarında daha fazla olumsuz değişiklikler yaşamışlarsa da en üst düzeydeki olumsuzluğun fiziksel boyutta olduğunu belirtmişlerdir. Yaşamı anlamlandırma/hedef odaklı olma boyutu hariç, diğer dört iyilik hali boyutlarındaki değişiklikler arasında anlamlı farklar bulunmuştur. Sosyal iyilik hali boyutu diğer boyutlara göre daha az değişen boyut olarak belirlenmiştir. Bulgulara dayanarak, üniversitelerin psikolojik danışma merkezlerinde öğrencilerin iyilik hallerini artırmaya katkıda bulunabilecek müdahaleler ile gelecekte akademik olarak yapılabilecek çalışmalara yönelik öneriler sunulmuştur.

Keywords

COVİD-19 pandemisi, üniversite öğrencileri, iyilik hali, kişilerarası iletişim

References

• Ah-Gang, G. C. (2021). Psychological well-being of first-year psychology students amid the COVID-19 Pandemic. In A. Sandu (vol. ed.), Lumen Proceedings. 17(1), 1-5. World Lumen Congress 2021. https://doi.org/10.18662/wlc2021/01
• Ahorsu, D. K., Lin, C.Y., and Pakpour, A. H. (2020). The association between health status and insomnia, mental health, and preventive behaviors: The mediating role of fear of COVID-19. Gerontology and Geriatric Medicine, 6, 1-9. https://doi.org/10.1177/2333721420966081
• Akar, F. (Mayıs, 2016). Ergenlerin internet ve sosyal medya kullanım özellikleri ile internet kullanım amaçlarının çeşitli değişkenlerce incelenmesi (Yozgat İli Örneği). Bozok Üniversitesi Uluslararası Bozok Sempozyumu, Bildiri Kitabı, 3. 147-165. https://bozoksempozyumu.bozok.edu.tr/dosya/cilt3/147-165.pdf
• Aktaş, G. (2021). Pandemi sürecine tanıklık eden gençler üzerine nitel bir çalışma: Üniversite gençliği örneği. Süleyman Demirel Üniversitesi Fen-Edebiyat Fakültesi Sosyal Bilimler Dergisi, 54, 27-48. https://dergipark.org.tr/tr/pub/sufesosbil/issue/67386/1020819
• Akyol, G., Başkan, A. H., ve Başkan, A. H. (2020). Yeni tip koronavirüs (COVID-19) döneminde Spor Bilimleri Fakültesi öğrencilerinin karantina zamanlarında yaptıkları etkinlikler ve sedanter bireylere önerileri. Avrasya Sosyal ve Ekonomi Araştırmaları Dergisi, COVID-19 ÖZEL SAYISI 2, 190-203. https://dergipark.org.tr/tr/pub/asead/issue/54658/731843
• Albayrak-Kaymak, D. (24 Kasım 2020). Boğaziçi Üniversitesi öğrencilerinin ilk çevrimiçi eğitim deneyimlerini değerlendirmeleri. Boğaziçi Üniversitesi Eğitim Fakültesi Öğretmenler Günü konuşması, İstanbul.
• Aleksejuniene, J., Hysi, D., Nikolovovska, J., Stangvaltaite-Mouhat, L., Chałas, R., Oancea, R., Richardas, K., Lipski, M., Sarna-Boś, K., and Puriene, A. (2022). European student wellness, stress, coping, support and perceptions about remote dental training during COVID-19. European Journal of Dental Education, 00, 1-10. https://doi.org/10.1111/eje.12765.
• Altun Ekiz, M. (2020). Beden eğitimi ve spor yüksekokulu öğrencilerinin karantina dönemindeki uzaktan eğitim ile ilgili görüşleri (nitel bir araştırma). Spor ve Rekreasyon Araştırmaları Dergisi, 2, Özel sayı 1, 1-13. https://dergipark.org.tr/tr/pub/srad/issue/54676/740217
• American Psychological Association (2019). Manage stress: strengthen your support network. https://www.apa.org/topics/stress/manage-social-support
• Appleby, J.A., King, N., Saunders, K. E., Bast, A., Rivera, D., Byun, J., Cunningham, S., Khera, C., and Duffy, A. C. (2022). Impact of the COVID-19 pandemic on the experience and mental health of university students studying in Canada and the UK: A cross-sectional study. BMJ Open, 12, 1-3. https://doi.org/10.1136/ bmjopen-2021-050187
• Aten, J. D., Smith, W. R., Davis, E. B., Van Tongeren, D. R., Hook, J. N., Davis, D. E., Shannonhouse, L., DeBlaere, C., Ranter, J., O’Grady, K., and Hill, P. C. (2019). The psychological study of religion and spirituality in a disaster context: A systematic review. Psychological Trauma: Theory, Research, Practice, and Policy, 11(6), 597–613. https://doi.org/10.1037
• Baldwin, D.R., Towler, K., Oliver II, M.D.O., and Datta, S. (2017). An examination of college student wellness: A research and liberal arts perspective. Health Psychology Open, 4(2), 1 –9. https://doi.org/10.1177/2055102917719563
• Bavel, J.J.V., Baicker, K., Boggio, P.S., Capraro, V., Cichocka, A., Cikara, M., Crockett, M. J., Crum, A. J., Douglas, K. M., Druckman, J. N., Drury, J., Dube, O., Ellemers, N., Finkel, E. J., Fowler, J. H., Gelfand, M., Han, S., Haslam, S. A., Jetten, J., Kitayama, S., … Willer, R. (2020). Using social and behavioural science to support COVID-19 pandemic response. Nature Human Behavior, 4, 460–471. https://doi.org/10.1038/s41562-020-0884-z
• Beauchemin, J.D. (2018). Solution-Focused wellness: A randomized controlled trial of college students. Health and Social Work, 43(2), 94–100. https://doi.org/10.1093/hsw/hly007 Blumenstyk, G. (2020). Why coronavirus looks like a “black swan” moment for higher ed. The Chronicle of Higher Education, 20, 1-2. https://www.chronicle.com/article/Why-Coronavirus-Looks-Like-a/248219
• Brooks, S. K., Webster, R. K., Smith, L. E., Woodland, L., Wessely, S., Greenberg, N., and Rubin, G. J. (2020). The psychological impact of quarantine and how to reduce it: Rapid review of the evidence. The Lancet, 395(10227), 912–920. https://doi.org/10.1016/S0140-6736(20)30460-8
• Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö.E., Karadeniz, Ş., ve Demirel, F. (2014). Bilimsel araştırma yöntemleri (17. Baskı). Ankara: Pegem Yayınları
• Byrd, D. R., and McKinney, K. J. (2012). Individual, interpersonal, and institutional level factors associated with the mental health of college students. Journal of American College Health, 60, 185-193. http://dx.doi.org/10.1080/07448481.2011.584334
• Chen, T., and Lucock, M. (2022). The mental health of university students during the COVID-19 pandemic: An online survey in the UK. PLoS ONE, 17(1), 1-17. https://doi.org/10.1371/journal.
• Chirikov, I., Soria, K. M., Horgos, B., and Jones-White, D. (2020). Undergraduate and graduate students’mental health during the COVID-19 pandemic. Student Experience in the Research University Consortium, University of California - Berkeley and University of Minnesota. https://cshe.berkeley.edu/seru-covid-survey-reports
• Cihan, A. (2019). An examination of psychosocial problems among university students. Unpublished Masters' Thesis, Boğaziçi University.
• Conrad, R.C., Hahm, H.C., Koire, A., Pindr-Amaker, S., and Liu, C.H. (2021). College student mental health risks during the COVID-19 pandemic: Implications of campus relocation. Journal of Psychiatric Research, 136, 117-126. https://doi.org/10.1016/j.jpsychires.2021.01.054
• Cooper, B., Pauletti, R. E., and DiDonato, C. A. (2020). You, me, and no one else: Degree of social distancing and personality predict psychological wellness and relationship quality during the COVID-19 Pandemic. PsyArXiv Preprints, 1-27. https://doi.org/10.31234/osf.io/w6dru
• Copeland, W.E., McGinnis, E., Bai, Y., Adams, Z., Nardone, H., Devadanam, V., Rettew, J., and Hudziak, J.J. (2021). Impact of COVID-19 pandemic on college student mental health and wellness. Journal of American Academy Child Adolesce Psychiatry, 60(1), 134-141. https://doi.org/10.1016/j.jaac.2020.08.466.
• Demirbaş-Çelik, N., Korkut-Owen, F., ve Doğan, T. (2016). Wellness of university students according to gender and age groups. International Journal of Innovative Research in Education, 3(4), 203-209.
• Doğan, T., ve Yıldırım, İ. (2006). Üniversite öğrencilerinin iyilik halinin arkadaşlık ve sevgi boyutlarının incelenmesi. Eğitim Araştırmaları, 24, 77-86.
• Douce, L. A., and Keeling, R. P. (2014). A strategic primer on college student mental health. American Council on Education. http://www.nacua.org/documents/CollegeStudentMentalHealth_October2014.pdf
• Dixon-Rayle, A. D., and Myers, J. E. (2004). Counseling adolescents toward wellness: The roles of ethnic identity, acculturation, and mattering. Professional School Counseling, 8(1), 81–90.
• Ekiz, T., Ilıman, E., ve Dönmez, E. (2020). Bireylerin sağlik anksiyetesi düzeyleri ile COVID-19 salgını kontrol algısının karşılaştırılması. Uluslararası Sağlık Yönetimi ve Stratejileri Araştırma Dergisi, 6(1), 139-154. https://dergipark.org.tr/tr/pub/usaysad/issue/54067/729076
• Elkatmış, M., ve Ünal, E. (2014). Sınıf öğretmeni adaylarının iletişim beceri düzeylerine yönelik bir çalışma. Trakya Üniversitesi Sosyal Bilimler Dergisi, 16(1), 107-122.
• Erkan, S., Özbay, Y., Cihangir-Çankaya, Z. ve Terzi, Ş. (2012). Üniversite öğrencilerinin yaşadıkları problemler ve psikolojik yardım arama gönüllükleri. Eğitim ve Bilim, 37(164), 94-107.
• Eskici, G. (2020). Covid-19 Pandemisi: Karantina için beslenme önerileri. Anatolian Clinic the Journal of Medical Sciences, 25 (Special Issue on COVID 19), 124-129.
• Fisher, C. L., and Nussbaum, J. F. (2015). Maximizing wellness in successful aging and cancer coping: The importance of family communication from a socioemotional selectivity theoretical perspective. Journal of Family Communication, 15(1), 3–19. https://doi.org/10.1080/15267431.2014.946512
• Fisher, C.L., and Roccotagliata, T. (2017). Interpersonal communication across the life span, Oxford Research Encyclopedias, https://doi.org/10.1093/acrefore/9780190228613.013.201
• Forycka, J., Pawłowicz-Szlarska, E., Burczyńska, A., Cegielska, N., Harendarz, K., and Nowicki, M. (2022). Polish medical students facing the pandemic—Assessment of resilience, well-being and burnout in the COVID-19 era. PLoS ONE, 17(1), e0261652. https://doi.org/10.1371/journal.pone.0261652
• Fullen, M.C. (2019). Defining wellness in older adulthood: Toward a comprehensive framework. Journal of Counseling and Development, 97(1), 62-74. https://doi.org/10.1002/jcad.12236
• Gallagher, K. M. (2019). What do we know about the health of first-generation college students? A first look at compensatory health beliefs and behavior. Perspectives in Learning, 18(1), 37-45. https://csuepress.columbusstate.edu/pil/vol18/iss1/3
• Gallagher, M. W., and Lopez, S.J. (2007). Curiosity and well-being. The Journal of Positive Psychology, 2(4), 236-248. https://doi.org/10.1080/17439760701552345
• Gamby, K., Burno, D., and Forristal, K. (2021). Wellness decolonized: The history of wellness and recommendations for the counseling field, Journal of Mental Health Counseling, 43(3), 228-245. https://doi.org/10.17744/mehc.43.3.05
• Gecewicz, C. (2020). Few Americans say their house of worship is open, but a quarter say their faith has grown amid pandemic. Pandemic Response and Religion in the USA: Race, Ethnicity, and Gender, https://www.pewresearch.org/fact-tank/2020/04/30/few-americans-say-their-house-of-worship-is-open-but-a-quarter-say-their-religious-faith-has-grown-amid-pandemic/?amp=1
• Granello, P.F. (2001). A comparison of wellness and social support networks in different age groups. Adultspan Journal, 3(1), 12-22. https://doi.org/10.1002/j.2161-0029.2001.tb00101.x
• Grav, S., Hellzèn, O., Romild, U., and Stordal, E. (2012). Association between social support and depression in the general population: The HUNT study, a cross‐sectional survey. Journal of Clinical Nursing, 21(1-2), 111–120. https://doi.org/10.1111/j.1365-2702.2011.03868.x
• Gruber, J., Prinstein, M J., Clark L.A., Rottenberg, J., Abramowitz, J. S., Albano, A. M., Aldao, A., Borelli, J. L., Chung, T., Davila, J., Forbes, E. E., Gee, D. G., Hall, G. C. N., Hallion, L. S., Hinshaw, S. P., Hofmann, S. G., Hollon, S. D., Joormann, J., Kazdin, A. E., Klein, D. N., … Weinstock, L. M. (2020). Mental health and clinical psychological science in the time of COVID-19: Challenges, opportunities, and a call to action. American Psychologist, 76(3), 409-426. http://dx.doi.org/10.1037/amp0000707
• Güçlü, S. (2016). An experimental study towards young adults: Communication skills education. Eurasian Journal of Educational Research, 63, 279-292. http://dx.doi.org/10.14689/ejer.2016.63.16
• Gürgan, U. (2014) Üniversite öğrencilerinin yılmazlık ve iyilik halinin bazı değişkenlere göre incelenmesi. E-Journal of New World Sciences Academy. NWSA-Education Sciences, 1C0603, 9(1), 18-35.
• Hagedorn, R.L., Wattick, R.A., and Olfert, M.D. (2022). “My entire world stopped”: College students’ psychosocial and academic frustrations during the covid-19 pandemic. Applied Research in Quality of Life, 17, 1069–1090. https://doi.org/10.1007/s11482-021-09948-0
• Hall, E. (2020). The COVID-19 pandemic tests everyone's spiritual wellbeing, atheists and believers alike. NBC News. https://www.nbcnews.com/think/opinion/covid-19-pandemic-tests-everyone-s-spiritual-wellbeing-atheists-believers-ncna1240613
• Harrison, E., Monroe-Lord, L., Carson, A.D., Jean-Baptiste, A.M, Phoenix, J., Jackson, P., Harris, B.M., Asongwed, E., and Richardson, M.L. (2021). COVID-19 pandemic-related changes in wellness behavior among older Americans. BMC Public Health, 1, 755. https://doi.org/10.1186/s12889-021-10825-6.
• Hartwig, H., and Myers, J. E. (2003). A different approach: Applying a wellness paradigm to adolescent female delinquents and offenders. Journal of Mental Health Counseling, 26(3), 57-75.
• Hermon, D. A., and Davis, G. A. (2004). College student wellness: A comparison between traditional- and nontraditional-age students. Journal of College Counseling, 7(1), 32–39. https://doi.org/10.1002/j.2161-1882.2004.tb00257.x
• Hesse, C., Floyd, K., Rains, S. A., Mikkelson, A. C., Pauley, P. M., Woo, N. T., Custer, B.E. and Duncan, K. L. (2020). Affectionate communication and health: A meta-analysis. Communication Monographs, 88(2), 1-25. https://doi.org/10.1080/03637751.2020.1805480
• Holdsworth, M.A. (2019). Health, wellness and wellbeing. Revue Interventions économiques [Online]. https://doi.org/10.4000/interventionseconomiques. 6322
• Holm-Hadullaa, R. M., and Koutsoukou-Argyrakia, A. (2015). Mental health of students in a globalized world: Prevalence of complaints and disorders, methods and effectivity of counseling, structure of mental health services for students. Mental Health Prevention, 2, 1-4. http://dx.doi.org/10.1016/j.mhp.2015.04.003 2212-6570/& 2015
• Hoyt, L.T., Cohen, A.K., Dull, B., Castro, E.M., and Yazdani, N. (2021). “Constant stress has become the new normal”: Stress and anxiety inequalities among U.S. college students in the time of COVID-19. Journal of Adolescence Health, 68(2), 270–276. https://doi.org/10.1016/j.jadohealth.2020.10.030.
• Huckins, J.F., DaSilva, A.W., Wang, W., Hedlund, E., Rogers, C., Nepal, S.K., Wu, J., Obuchi, M., Murphy, E.I., M.L., Wagner, D.D., Holtzheimer, P.E., and Campbell, A.T. (2020). Mental health and behavior of college students during the early phase of the COVID-19 pandemic: longitudinal smartphone and ecological momentary assessment study. The Journal of Medical Internet Research, 22(6), 1-25. https://doi.org/10.2196/20185
• Humphrey, A., and Vari, O. (2021). Meaning matters: Self-Perceived meaning in life, its predictors and psychological stressors associated with the COVID-19 Pandemic. Behavioral Sciences. 11(4), 1-18. https://doi.org/10.3390/bs11040050.
• Imeri, H., Holmes, E., Desselle, S., Rosenthal, M., and Barnard, M. (2021). The impact of the COVID-19 pandemic on self-reported management of chronic conditions. Journal of Patient Experience, 8, 1-16. https://doi.org/10.1177/23743735211007693
• Jiang, D. (2020). Perceived stress and daily well-being during the COVID-19 Outbreak: The moderating role of age. Frontiers in Psychology, 11, 571873. https://doi.org/10.3389/fpsyg.2020.571873.
• Karacaoğlu, K., ve Köktaş, G. (2016). Psikolojik dayanıklılık ve psikolojik iyi olma ilişkisinde iyimserliğin aracı rolü: Hastane çalışanları üzerine bir araştırma. İş ve İnsan Dergisi, 3(2), 119-127. https://doi.org/10.18394/iid.20391
• Kim, H.Y. (2013). Statistical notes for clinical researchers: assessing normal distribution using skewness and kurtosis. Restorative Dentistry and Endodontics, 38(1), 52-54. https://doi.org/10.5395/rde.2013.38.1.52.
• Kitzrow, M. (2003). The mental health needs of today’s college students: Challenges and recommendations. National Association of Student Personnel Administrators, 41, 167-181.
• Koç, B., Terzi, Y., ve Gül, A. (2015). Üniversite öğrencilerinin iletişim becerileri ile kişilerarası problem çözme becerileri arasındaki ilişki. Uluslararası Türkçe Edebiyat Kültür Eğitim Dergisi, 4(1), 369-390.
• Koenig, H.A. (2012). Religion, spirituality, and health: The research and clinical implications. ISRN Psychiatry, Article ID 278730, 1–33. https://doi.org/10.5402/2012/278730
• Kokkinos, M., Tsouloupas, C.N., and Voulgaridou, I. (2022). The effects of perceived psychological, educational, and financial impact of COVID-19 pandemic on Greek university students’ satisfaction with life through mental health. Journal of Affective Disorders, 300, 289–295. https://doi.org/10.1016/j.jad.2021.12.114
• Korkut-Owen, F., Doğan, T., Demirbaş-Çelik, N. ve Owen, D.W. (2016). İyilik Hali Yıldızı Ölçeği’nin geliştirilmesi. International Journal of Human Science, 13(3), 5013-5031. https://doi.org/10.14687/jhs.v13i3.4130 s
• Korkut-Owen, F., ve Owen, D. W. (2012). İyilik hali yıldızı modeli, uygulanması ve değerlendirilmesi. Uluslararası Avrasya Sosyal Bilimler Dergisi, 3(9), 24-33.
• Korkut-Owen, F., Demirbaş- Çelik, N., ve Doğan, T. (2017). Üniversite öğrencilerinde iyilik halinin yordayıcısı olarak psikolojik sağlamlık. Elektronik Sosyal Bilimler Dergisi, 16, 64-Ek Sayı, 1461-1479. https://doi.org/10.17755/esosder.300405
• Korkut-Owen, F., Demirbaş-Çelik, N., ve Doğan, T. (2018). Yaş, cinsiyet ve yaşam doyumlarına göre ortaöğretim öğrencilerinde iyilik hali. Journal of History Culture and Art Research, 7(1), 379-397. https://doi.org/10.7596/taksad.v7i1.1222
• Krifa, I., van Zyl, L.E., Braham, A., Nasr, S.B., and Shankland, R. (2022). Mental health during COVID-19 pandemic: The role of optimism and emotional regulation. Internal Journal of Environmental Research Public Health, 19(3), 1413. https://doi.org/10.3390/ijerph19031413
• Kumar, A., and Nayar, K.R. (2021). COVID 19 and its mental health consequences. Journal of Mental Health, 30(1), 1-2. https://doi.org/10.1080/09638237.2020.1757052.
• Lanza, S.T., Whetzel, C.A., Linden-Carmichael, A.N., and Newschaffer, C.J. (2022). Change in college student health and well-being profiles as a function of the COVID-19 pandemic. PLoS ONE, 17(5), 1-17. https://doi.org/10.1371/journal. pone.0267724
• Lappe, S. (2022). The difference between health and wellness (And Why it matters!) https://www.bistromd.com/health-tips/the-relationship-between-health-and-wellness
• Lee, J., Heong H.J., and Kim S. (2021). Stress, anxiety, and depression among undergraduate students during the COVID-19 pandemic and their use of mental health services. Innovative Higher Education, 46, 519–538. https://doi.org/10.1007/s10755-021-09552-y.
• Lee, R.L., and Loke, A.J. (2005). Health-promoting behaviors and psychosocial well-being of university students in Hong Kong. Public Health Nursing, 22(3), 209-20. https://doi.org/10.1111/j.0737-1209.2005.220304.
• Lu, X., and Lin, Z. (2021). COVID-19, economic impact, mental health, and coping behaviors: A conceptual framework and future research directions. Frontiers in Psychology, 12, 1-9. https://doi.org/10.3389/fpsyg.2021.759974
• McKinlay, A.R., May, T., Dawes, J., Fancourt, D., and Burton, A. (2022). ‘You’re just there, alone in your room with your thoughts’: A qualitative study about the psychosocial impact of the COVID-19 pandemic among young people living in the UK. BMJ Open, 12, 1-11. https://doi.org/10.1136/ bmjopen-2021-053676
• Mheidly, N., Fares, M.Y., Zalzale, H., and Fares, J. (2020). Effect of face masks on interpersonal communication during the COVID-19 pandemic. Frontiers in Public Health. 8, 1-6. https://doi.org/10.3389/fpubh.2020.582191
• Melnyk, B.M., Hsieh, A.P., Tan A., Teall, A.M., Weberg, D., Jun, J., Gawlik, K., and Hoying, J. (2022). Associations among nurses' mental/physical health, lifestyle behaviors, shift length, and workplace wellness support during COVID-19: Important implications for health care systems. Nursing Administration Quarterly, 46(1), 5–18. https://doi.org/10.1097/NAQ.0000000000000499
• Miller, G.D., and Foster, L.T. (2010). Critical synthesis of wellness literature. Faculty of Human and Social Development, University of Victoria. https://dspace.library.uvic.ca:8443/handle/1828/2894
• Miller, D.N., Gilman, R., and Martens, M.P. (2008). Wellness promotion in the schools: Enhancing students’ mental and physical health. Psychology in the Schools, 45, 5–15.
• Montano, R. L. T., and Acebes, K. M. L. (2020). Covid stress predicts depression, anxiety and stress symptoms of Filipino respondents. International Journal of Research in Business and Social Science (2147- 4478), 9(4), 78–103. https://doi.org/10.20525/ijrbs.v9i4.773
• Myers, J. E., and Mobley, K. A. (2004). Wellness of undergraduates: Comparisons of traditional and nontraditional students. Journal of College Counseling 7, 40-49.
• Myers, J. E., Mobley, A. K., and Booth, C. S. (2003). Wellness of counseling students: Practicing what we preach. Counselor Education and Supervision, 42(4), 264-274. https://doi.org/10.1002/j.15566978.2003.tb01818.x
• Myers, J. E., Sweeney, T. J., and Witmer, J. M. (2000). The wheel of wellness counseling for wellness: A holistic model for treatment planning. Journal of Counseling and Development, 78(3), 251-266.
• National Institute of Health (2021). Your healthiest self, social wellness tool kit. https://www.nih.gov/health-information/social-wellness-toolkit
• Olawale, B., Mutongoza, B., Adu, E., and Omodan, B. (2021). COVID-19 induced psychosocial challenges in South African higher education: Experiences of staff and students at two rural universities. Research in Social Sciences and Technology, 6(3), 179-193. https://doi.org/10.46303/ressat.2021.37
• Opoku I.O. (2022). Covid-19 pandemic and school sporting activities in Ghana: The perceived impacts on students’ well-being. International Journal of Physical Education, Sports and Health, 9(1), 73-80.
• Pidgeon, A., and Keye, M. (2014). Relationship between resilience, mindfulness, and pyschological well-being in University students. International Journal of Liberal Arts and Social Science, 2(5), 27-32.
• Qiu, J., Shen, B., Zhao, M., Wang, Z., Xie, B., and Xu, Y. A (2020). Nationwide survey of psychological distress among Chinese people in the COVID-19 epidemic: Implications and policy recommendations. General Psychiatry, 33, 1-3. https://doi.org/10.1136/gpsych-2020-100213
• Rachele, J.N., Washington, T.L., Cockshaw, W.D., and Brymer, E. (2013). Towards an operational understanding of wellness. Journal of Spirituality, Leadership and Management, 7, 3-12.
• Rayle, A. D., and Myers, J. E. (2004). Counseling adolescence towards wellness: The roles of ethnic identity, acculturation, and mattering. Professional School Counseling, 8(1), 81-90.
• Roothman, B., Kirsten, D. K., and Wissing, M. P. (2003). Gender differences in aspects of psychological well-being. South African Journal of Psychology, 33(4), 212–218. https://doi.org/10.1177/008124630303300403
• Roscoe, L. J. (2009). Wellness: A review of theory and measurement for counselor. Journal of Counseling and Development, 87, 216-226.
• Rudolfsson, G., Berggren, I., and da Silva, A.B. (2014). Experiences of spirituality and spiritual values in the context of nursing –An integrative review. The Open Nursing Journal, 8, 64–70. http://doi.org/10.2174/1874434601408010064
• Schuster, T.L., Dobson, M., Jauregu, M., and Blanks, H.I.R. (2004). Wellness lifestyles II: Modeling the dynamic of wellness, health lifestyle practices, and Network Spinal Analysis™. The Journal of Alternative and Complementary Medicine, 10(2), 349-356. http://doi.org/10.1089/107555304323062347
• Shah, S.S., Memon, F.A., Qureshi, F., Soomro, A.B. Kemal, A.A., and Shah, A.A. (2022). Mental well-being during COVID-19 pandemic: the role of fear, social isolation and psychological resilience. Cogent Psychology, 9, 1-20. https://doi.org/10.1080/23311908.2021.2006993
• Shekhawat, S., and Nirban, V.S. (2019). Developing communication competence in students through face-to-face conversation. The IUP Journal of Soft Skills, 13(1), 56-62. https://ssrn.com/abstract=3434341
• Slavin, S.J., Schindler, D.L., and Chibnall, J.T. (2014). Medical student mental health 3.0: Improving student wellness through curricular changes. Academic Medicine, 89, 573–577.
• Smith, R.A., Brown, M.G., Grady, K.A., Sowl, S., and Schulz, J.M. (2022). Patterns of undergraduate student interpersonal interaction network change during the COVID-19 pandemic. AERA Open, 8(1), 1-17. https://doi.org/10.1177/23328584211073160
• Socha, T. J. and Pitts, Margaret, J. (Editors). (2012). The positive side of interpersonal communication. Communication and Theatre Arts Faculty Books. 9. https://digitalcommons.odu.edu/communication_books/9
• Sood, R., Jenkins, S.M., Sood, A., and Matthew, M. (2019). Gender differences in self-perception of health at a wellness center. American Journal of Health Behavior, 43(6), 1129-1135. https://doi.org/10.5993/AJHB.43.6.10
• Sood, S., and Sharma, A. (2020). Resilience and psychological well-being of higher education students during COVID-19: The mediating role of perceived distress. Journal of Health Management, 22(4), 606-617. https://doi.org/10.1177/0972063420983111
• Suzuki-Laidlaw, T., Kaufman, D.M., MacLeod, H., Van Zanten, S., Simpson, D., and Wrixon, W. (2006). Relationship of resident characteristics, attitudes, prior training and clinical knowledge to communication skills performance. Medical Education, 40(1), 18-25.
• Şahin, I., ve Fırat, N. Ş. (2009). Üniversite öğrencilerinin sorunları. Education Sciences, 4(4), 1435-1449. https://dergipark.org.tr/tr/pub/nwsaedu/issue/19826/212403
• Türkiye İstatistik Kurumu, (2017). Hanehalkı bilişim teknolojileri kullanım araştırması 2016. Sayı: 21779. http://tuik.gov.tr/PreHaberBultenleri.do?id=21779
• Türküm, A. S., Kızıltaş, A., ve Sarıyer, A. (2004). Anadolu Üniversitesi Psikolojik Danışma ve Rehberlik Merkezi'nin hedef kitlesinin psikolojik ihtiyaçlarına ilişkin ön çalışma. Türk Psikolojik Danışma ve Rehberlik Dergisi, 3(21), 15-27.
• Vertino, K.A. (2014). Effective interpersonal communication: A practical guide to improve your life. Online Journal of Issues in Nursing, 19(3),1. PMID: 26824149.
• Villani, L., Pastorino, R., Molinari, E.. Anelli, F., Ricciardi, W., Graffigna, G., and Boccia, S. (2021). Impact of the COVID-19 pandemic on psychological well-being of students in an Italian university: a web-based cross-sectional survey. Global Health, 17, 39. https://doi.org/10.1186/s12992-021-00680-w
• Wald, A., Muennig, P.A., O'Connell, K.A., and Garber, C.E. (2014). Associations between healthy lifestyle behaviors and academic performance in U.S. undergraduates: A secondary analysis of the American College Health Association's National College Health Assessment II. American Journal of Health Promotion, 28(5), 298-305. https://doi.org/10.4278/ajhp.
• Wang, P.Y., Lin, P.H., Lin, C.Y., Yang, S.Y., and Chen, K.L. (2020). Does interpersonal interaction really improve emotion, sleep quality, and self-efficacy among junior college students? International Journal Environmental Research and Public Health, 17(12), 1-15. https://doi.org/10.3390/ijerph17124542.
• Wharf -Higgins, S. J., Lauzon, L. L., Yew, A. C., Bratseth, C. D., and McLeod, N. (2010). Wellness 101: Health education for the university student. Health Education, 110 (4), 309-327. https://doi.org/10.1108/09654281011052655
• Whitfield, K.M., Dresser, J.D., Magoffin, R., and Wilby, K.J (2021). Maintaining and maximising motivation to progress scholarly work during challenges times – Reflections from the pandemic. Currents in Pharmacy Teaching and Learning, 13(3), 193-197. https://doi.org/10.1016/j.cptl.2020.10.017
• Wind, T. R., Rijkeboer, M., Andersson, G., and Riper, H. (2020). The COVID-19 pandemic: The ‘black swan’ for mental health care and a turning point for e-health. Internet Interventions. 20, 1-16. https://doi.org/10.1016/j.invent.2020.100317
• World Health Organization (2021). Constitution, https://www.who.int/about/governance/constitution
• Yang C, Chen A., and Chen Y (2021). College students’ stress and health in the COVID-19 pandemic: The role of academic workload, separation from school, and fears of contagion. PLoS ONE, 16(2). https://doi.org/10.1371/journal.pone.0246676
• Zimmermann, M., Bledsoe, C., and Papa, A. (2021). Initial impact of the COVID-19 pandemic on college student mental health: A longitudinal examination of risk and protective factors. Psychiatry Research, 305. https://doi.org/10.1016/j.psychres.2021.