COVID-19 and Academic Life: Exploring the Psychological and Emotional Well-Being of Students in Uncertain Times

Abstract

The COVID-19 pandemic profoundly disrupted academic life, creating conditions of uncertainty that significantly impacted the psychological and emotional well-being of students. This study investigates the experiences of higher education students across three major districts of Punjab; Ludhiana, Jalandhar, and Amritsar by employing standardized scales including the Ryff Psychological Well-Being Scale (RPWB), the General Health Questionnaire (GHQ-12), and the Positive and Negative Affect Schedule (PANAS). A cross-sectional survey of 300 students, equally drawn from each district, revealed marked disparities in well-being outcomes. Students in Amritsar consistently reported higher levels of autonomy, environmental mastery, and positive affect, alongside lower distress, while students in Jalandhar showed elevated negative affect, greater psychological distress, and weaker academic engagement. Female students across districts were more vulnerable to distress, reflecting the gendered burdens of the pandemic. Regression analysis identified academic engagement, digital access, and social support as protective predictors of well-being, whereas perceived stress emerged as the strongest negative predictor. The findings highlight the multidimensional nature of student well-being under crisis, illustrating the interplay of socio-economic pressures, digital inequalities, and academic disruptions. The study emphasizes the need for gender-sensitive, digitally inclusive, and district-specific interventions to strengthen student resilience and foster equitable educational outcomes in uncertain times