Resilience and Despair: Exploring the Educational Experiences of Graduate Students during the COVID-19 Pandemic to Guide Strategies for Action
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| Title: | Resilience and Despair: Exploring the Educational Experiences of Graduate Students during the COVID-19 Pandemic to Guide Strategies for Action |
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| Language: | English |
| Authors: | Ely, Frank O. (ORCID |
| Source: | Current Issues in Comparative Education. 2022 24(2):8-30. |
| Availability: | Teachers College, Columbia University. International and Transcultural Studies, P.O. Box 211, 525 West 120th Street, New York, NY 10027. e-mail: info@cicejournal.org; Web site: http://www.tc.columbia.edu/cice |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Graduate Students, COVID-19, Pandemics, Mental Health, Student Experience, Time to Degree, Access to Education, Student Satisfaction, Electronic Learning, Distance Education, Emergency Programs, Mental Health Programs, Time Perspective, Barriers, Resilience (Psychology), Psychological Patterns |
| Geographic Terms: | Canada |
| ISSN: | 1523-1615 |
| Abstract: | The purpose of the current study was to explore graduate students' mental health and educational experiences during the COVID-19 pandemic. Graduate students (N = 28) in Canada completed an online survey consisting of both closed- and open-ended questions related to their mental health, degree progress, and access to campus workspace. Data were analyzed using both quantitative and qualitative approaches before being synthesized through a pillar integration joint display to merge study findings. Based on self-report data, approximately 60% of participants were experiencing poor-to-moderate mental health at the time of the survey. Participants also expressed dissatisfaction with online learning and felt uncertain about their degree trajectory due to changes and restrictions associated with the pandemic. Based on the participants' responses, recommendations for assisting graduate students during the pandemic were presented. Highlighted by these recommendations was the importance of accessing workspace on campus and the challenges associated with university mental health resources. Overall, nearly 16 months into the pandemic, participants' mental health was negatively impacted by the restrictions. Although the study findings may not be generalizable to all post-secondary institutions, they could be used to inform university administrators regarding the continued challenges faced by graduate students during the pandemic. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1374181 |
| Database: | ERIC |
| Abstract: | The purpose of the current study was to explore graduate students' mental health and educational experiences during the COVID-19 pandemic. Graduate students (N = 28) in Canada completed an online survey consisting of both closed- and open-ended questions related to their mental health, degree progress, and access to campus workspace. Data were analyzed using both quantitative and qualitative approaches before being synthesized through a pillar integration joint display to merge study findings. Based on self-report data, approximately 60% of participants were experiencing poor-to-moderate mental health at the time of the survey. Participants also expressed dissatisfaction with online learning and felt uncertain about their degree trajectory due to changes and restrictions associated with the pandemic. Based on the participants' responses, recommendations for assisting graduate students during the pandemic were presented. Highlighted by these recommendations was the importance of accessing workspace on campus and the challenges associated with university mental health resources. Overall, nearly 16 months into the pandemic, participants' mental health was negatively impacted by the restrictions. Although the study findings may not be generalizable to all post-secondary institutions, they could be used to inform university administrators regarding the continued challenges faced by graduate students during the pandemic. |
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| ISSN: | 1523-1615 |
