1 Psychological Impact of COVID-19 among Undergraduate Students: A 53

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Systematic Literature Review 55
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MD. SALIMULLAH, 18-37541-1, CSE, American International University-Bangladesh 58
7 SOBHAN MD ABDUS, 18-37855-2, CSE, American International University-Bangladesh 59
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MAHMUD, NAFI, 17-33793-1, CSE, American International University-Bangladesh 61
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COVID-19 or coronavirus disease has shattered many lives and affected almost every sector of a country. Education is one of the sectors that
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are heavily disrupted by this disease. A psychological impact on university students has seen regarding education and communication gap
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issues, and these problems lead many of them towards depression. Major reasons for impact related to physical and mental health problem, 65
14 as well as education system shifting to online which led undergraduate students to have an impact. The purpose of this study is to find 66
15 out the psychological impact of COVID-19 on university students based on existing literature and research work which will be conducted 67
16 through a Systemic Literature review. This paper explores the related work of psychological impact of COVID-19 on university students 68
17 from the published journals. 15 different articles published in different venues is selected and reviewed in this review. The study outcome 69
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provides the overall map of existing work, which determine some gaps and some opportunities which creates a future research direction.
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20 CCS Concepts: • General and reference → General literature. 72
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Additional Key Words and Phrases: Psychology, Psychiatry, COVID-19, novelcoronavirus, university students, mental health 74
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ACM Reference Format:
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Md. Salimullah, Sobhan Md Abdus, and Mahmud, Nafi. 2020. Psychological Impact of COVID-19 among Undergraduate Students: A
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Systematic Literature Review. In Woodstock ’18: ACM Symposium on Neural Gaze Detection, June 03–05, 2018, Woodstock, NY . ACM,
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New York, NY, USA, 8 pages. https://doi.org/10.1145/1122445.1122456 79
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29 1 INTRODUCTION 81
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The World Health Organization (WHO) formally announced COVID-19 disease caused by a virus called SARS-CoV2
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when an unexplained case of pneumonia in Wuhan, China was spreading as a cluster which has outreach the level of a 84
33 pandemic that threatens nations all over the world. Till date (19th December, 2020) more than 79,420,445 confirmed 85
34 cases and 1,744,169 deaths were reported due to this disease. Several efforts have been made to mitigate this Curve of 86
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COVID-19 cases such as lock-down, quarantine, Social distance, physical distance. In addition to the Healthcare sector,
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almost all fields have been hit by efforts in order to reduce this curve. So far, the majority of education institution have 89
38 used Face-to-face approaches and contact between students and Teachers. Lockdown and Quarantine carried out Several 90
39 countries are slowing the rate of transmission COVID-19, have an effect on teaching and learning practices amongst 91
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Students and Teachers. In the wake of the COVID-19 pandemic, Efforts to advance education must be continued as one
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of the alternatives is by online learning [11] [9] [1]. Pervasive clusters of infectious diseases such as COVID-19 are 94
43 occurring linked with emotional trauma and signs of mental disease [13]. Psychiatrists around the world should be 95
44 conscious of this. These manifestations, their correlations, and methods to control them This covers all the needs of 96
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Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not
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made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components
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of this work owned by others than ACM must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to
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redistribute to lists, requires prior specific permission and/or a fee. Request permissions from permissions@acm.org.
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© 2020 Association for Computing Machinery.
50 Manuscript submitted to ACM 102
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 Woodstock ’18, June 03–05, 2018, Woodstock, NY M. Salimullah, Sobhan and Nafi, 2020.

105 particular groups and the requisite precautionary steps to control the spread COVID-19. They will need to be mindful of 157
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the lacunae In the current literature, which will need to be filled out over time With more detailed professional practice
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and study.
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109 In view of the aforementioned priorities, a review of recent literature on psychological impact related to the COVID-19 161
110 pandemic was designed for the present study. 162
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115 2 RESEARCH METHODOLOGY 167
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2.1 Research Objective
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118 The 2019 coronavirus pandemic has been a real threat and threatens numerous sectors, including education [7] [8]. The 170
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high number of new cases has prompted many countries to introduce locking and quarantine measures. This strategy
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led to the closing of many educational institutions in order to split the transmission chain. In comparison, the indirect
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122 consequence of COVID-19 is that the psychiatric disorder in population, including students, is becoming worse [6]. 174
123 Psychological impact due to many reasons has become different problem which requires more attention. This study is 175
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conducted to find the different aspects of psychological impact based on the previously conducted research.
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2.2 Research Questions 179
128 To explore the different aspects of psychological impact due to COVID-19 on university students a number existing is 180
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reviewed to answer some particular question such as, what is the psychological impact of COVID-19 due to physical
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health problem as well as mental health problem. Also, what is the psychological impact of COVID-19 due to online 183
132 education and disruption of learning, and lastly what is the psychological impact of COVID-19 due to overall observation. 184
133 To find the answers to these questions relevant research papers, journal articles are thoroughly but carefully reviewed. 185
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2.3 Article Selection
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137 2.3.1 Keywords and Search String 189
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. To find out the relevant research articles some keywords and search strings are followed, such as, “Psychiatry” OR
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“University students” OR “Psychological Impact due to COVID-19”, “Mental Health Disorder” OR “Mental Health in 192
141 COVID-19” AND (“COVID-19” OR “SARS-CoV-2”. 193
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144 2.3.2 Digital Libraries to Search 196
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. Digital Libraries were searched: PubMed, Elsevier, Google Scholar, ACM Digital Library, TCM. Finally, 15 papers
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were selected for the literature review in total after the thorough selection of publications. At the end of this review 199
148 document, the full list of all the articles is given in the references section. 200
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150 2.3.3 keyword search and Manual Selection 202
151 . The first author screened titles and abstracts to exclude obviously irrelevant articles and further examined the remaining 203
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full text reports to determine compliance with inclusion criteria. Later he screened relevant reviews for additional trials
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154 and examined full text reports of these additional records. In some cases, along with abstract, introduction and results 206
155 conclusion are also reviewed to find out the required article papers. 207
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 Psychological Impact of COVID-19 among Undergraduate Students: A Systematic Literature ReviewWoodstock ’18, June 03–05, 2018, Woodstock, NY

209 2.3.4 Final set of Articles 261

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. Finally, 15 papers were selected for the literature review after thorough selection of articles in total. At the end of this
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review paper, a complete list of all the articles is given in the references section.
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214 3 DISCUSSION 266
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3.1 RQ1: What is the psychological impact of COVID-19 due to physical health problem?
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217 Physical activity provides numerous advantages linked to better mental health as well as bone and muscle health; Better 269
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weight control and decline in some diseases [15] [14]. At almost the same period, exposures of quasi diseases and all-cause
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fatalities rise when the Physical activity levels are so low. It is necessary to urge individuals to increase their Physical 272
221 activity and decrease their sedentary activity, as research suggests that sedentary activity can be detrimental to health 273
222 even if one actually follows the prescribed moderate-to-vigorous Physical activity recommendations successfully [7] [3]. 274
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Physical fitness is also correlated with cognitive habits and academic achievement of students. This research showed
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several physical health problems caused by sitting at home: increased sleep during the day, lack of sleep at night, loss of 277
226 appetite, physical inactivity, weight gain or obesity, feeling shaky, dizziness, tiredness, sluggishness. Many of these 278
227 impaired student learning and diminished their passion for education [7] [3]. Similarly, it has been recognized that 279
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various forms of educational difficulties are found when students have poor physical activity [2] [3]. A study shows
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Women and non-binary people, and also persons with pre-existing health disorders, experienced elevated levels of 282
231 depression and anxiety after the COVID-19 Pandemic Announcement. 283
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3.2 RQ2: What is the psychological impact of COVID-19 due to Mental Health problem?
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235 Participant observes research on mental health conditions relevant to COVID-19. In one literature it is found that 287
236 Persons registered greater tension and frustration than the shutdown Even if internalization would not raise the 288
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symptoms before. And the impact of mental health-related Physical Activity revealed, which reports that Daily PA
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maintenance and good reassessment/reframing Less anxiety involved as well as The optimistic rush of their lives 291
240 was reflected on by young adults whose health increased after a pandemic/lockdown [13]. Study indicates that 34.19 292
241 percent of students with signs of depression had symptoms of 21.34 percent of depressive symptoms and 28.14 percent 293
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stress with COVID-19 [10]. Mental well-being and physical exercise were both affected and perceived tension and
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sedentary behavior increased during the COVID-19 pandemic. Decreased mental well-being and increased perceived 296
245 stress were not linked to increases in physical activity, whereas a poor correlation was found between perceived stress 297
246 and sedentary behavior [13] [7]. During COVID-19, the supportive factors of student anxiety are the rural community, 298
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secure incomes, and parental life. However, experience tainted with COVID-19 is an anxiety risk factor [5]. Among
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undergraduate students, severe anxiety disorders are more common towards low-income or deprived and working-class 301
250 students; Black or African American, and Asian students; women, transgender and non-binary students [6]. In the face 302
251 of public health crises, students’ mental health can be significantly impaired and they need care, encouragement and 303
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support from society, communities and institutions [5].
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255 3.3 RQ3: What is the psychological impact of COVID-19 due to online education and disruption of 307
256 learning? 308
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As psychological impact has both good impact and bad impact two literature discussed about bad impact of online 310
259 education where inequitable access to technical devices and the internet will obstruct the real intent of successful 311
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 Woodstock ’18, June 03–05, 2018, Woodstock, NY M. Salimullah, Sobhan and Nafi, 2020.

313 learning by online courses and create a digital divide in education [9] [4]. In another study shows this Factors could 365
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obstruct online academic education for students: inabilities for using digital technology, failure to comply with the
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functions of virtual learning platforms such as Zoom, Google Meet, Google Classroom, Skype, lack of successful learning
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317 environments and other necessary equipment in universities, lack of standard of education, lack of or little training of 369
318 teachers for running [4] [7]. According to the study students, many challenges have been related to online learning in 370
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these areas: keeping time plans for online courses, scheduling times for assignments, gathering teaching materials due
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to online access blocking throughout many libraries, learning lab-based or realistic work-based lessons, persuading
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322 family members to maintain a proper home environment, and negotiating online exams with them. .one literature 374
323 discussed about good impact online learning during Lock down, which create a path by which student are able to utilize 375
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their time and that makes good psychological impact [4] [9] [1].
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3.4 RQ4: What is the psychological impact of COVID-19 due to overall observation?
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329 The most significant factor influencing the psychiatric illness of university students after the COVID-19 pandemic was 381
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news about COVID-19 itself, both news about the measurement of new cases, mortality rates, and the survival rate of
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COVID-19. Study reveals that there have been no additions to depressive symptoms after two weeks of testing, since 384
333 the news aired shows transparency and government intervention that has a soothing impact and decreases confusion. 385
334 Accordingly, another study indicates that psychiatric illness and associated habits change simultaneously with expanded 386
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public attention and proximity to the pandemic [6] [12]. Government has to demonstrate its behavior, and live the
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report due to COVID-19 via the news that aired a good statement in the right direction. So the people will know that the 389
338 government is truly doing its part to combat the COVID-19 pandemic . If the public respects the government, it would 390
339 reduce the tension or discomfort they will feel during self-isolation. Whether states, on the opposite, showed the news 391
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without revealing their confidence in the war against the pandemic, fear, tension, and public disruption are likely to occur.
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345 4 FUTURE RESEARCH DIRECTIONS 397
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By assessing existing literature, we have found psychological impact of COVID-19 due to physical health problem,
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mental health problem, shifting to online education, New situation environment arise to undergraduate student. All the 400
349 relevant literature based on university or country wise. All the literature conduct based on short period of time as well 401
350 as less resource. There is still scope for to do research on some aspects. 402
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4.1 Long Term Psychological Impact of COVID-19 on university students
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355 By reviewing selected papers we have confirmed there is no studies related to long term psychological impact o 407
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COVID-19 among university students. As this pandemic occurring form last year, 2019.There is psychological impact to
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human being belong to any sector around all over the world. As this COVID-19 occurred since last year the existing
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359 literature based on short term psychological impact. As, there is no proved vaccine has not been invented till date 411
360 (21th December,2020).So this situation will be prolonged. For this long period of time, there will some sort of different 412
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psychological impact will arise among undergraduate students. So, there is a scope for future research based on long
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term psychological impact of COVID-19 on university students.
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 Psychological Impact of COVID-19 among Undergraduate Students: A Systematic Literature ReviewWoodstock ’18, June 03–05, 2018, Woodstock, NY

417 4.2 Continent Based Psychological Impact of COVID-19 on University Students 469
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In this systemic literature review we have reviewed all papers which is conducted based on university wise as well 471
420 country wise, There is no existing paper based on Continent .Continent wise the psychological impact on undergraduate 472
421 will differ ,a variety of aspect of psychological impact will arise in terms of continental undergraduate students. So, 473
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there is a scope for future research continent based psychological impact of COVID-19 on university students.
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425 4.3 Study on the Students from Different Levels 477
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In our SLR, all work was conducted on basis of undergraduate level students. There was differentiate of their year of
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study. In undergraduate the psychology of fresher and last year student are not same. Fresher undergraduate students 480
429 try to cope with new environment where last year student psychology related graduation and relevant staff, so basis on 481
430 their position on year of study there is scope for future research can be conducted. 482
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5 VALIDITY THREAT
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434 For some kind of researcher bias, a systematic literature review consists of a detailed review with eyes wide open. This 486
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requires vigilance in every step of the review process, such as choosing papers, reviewing articles, etc. We carefully
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picked the papers in our review. Most of the manual selection process was followed and key points such as abstract, 489
438 introduction, outcome discussion or conclusion were passed through each paper if necessary. 490
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440 6 CONCLUSION 492
441 493
442 This systemic literature review observes the psychological state of the undergraduate student with a COVID-19 pandemic 494
443 was evaluated and risk factors were illuminated. Most reports have identified a high incidence of adverse psychiatric 495
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effects. The effects mostly related to physical health problem, mental health problem, lack of socialization, shifting to
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online education, overall observation. In high, medium, and low-input countries the COVID-19 pandemic constitutes
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447 a unique challenge to psychological impact. As undergraduate student is mostly young, their emotion and anxiety, 499
448 depression, physical health, mental health are being disturbed by different aspects. Besides flattening the viral diffusion 500
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curve, prevention of psychiatric illnesses must be given particular priority. It is desperately required to incorporate
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government policies combining viral risk prevention with initiatives intended to mitigate mental health hazards.
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452 504
453 REFERENCES 505
454 [1] Uddin Md Akther. 2013. Psychological impact of distance education technologies in students’ personal development. (2013). 506
455 [2] Sarah Alonzi, Adelaide La Torre, and Madison W Silverstein. 2020. The psychological impact of preexisting mental and physical health conditions 507
456 during the COVID-19 pandemic. Psychological trauma: theory, research, practice, and policy (2020). 508
457 [3] Sandra Amatriain-Fernández, Eric Simón Murillo-Rodríguez, Thomas Gronwald, Sergio Machado, and Henning Budde. 2020. Benefits of physical 509
458 activity and physical exercise in the time of pandemic. Psychological Trauma: Theory, Research, Practice, and Policy 12, S1 (2020), S264. 510
459 [4] Hasnan Baber. 2020. Determinants of students’ perceived learning outcome and satisfaction in online learning during the pandemic of COVID-19. 511
Journal of Education and e-Learning Research 7, 3 (2020), 285–292.
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[5] Wenjun Cao, Ziwei Fang, Guoqiang Hou, Mei Han, Xinrong Xu, Jiaxin Dong, and Jianzhong Zheng. 2020. The psychological impact of the COVID-19
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epidemic on college students in China. Psychiatry research (2020), 112934.
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[6] Igor Chirikov, Krista M Soria, Bonnie Horgos, and Daniel Jones-White. 2020. Undergraduate and Graduate Students’ Mental Health During the
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COVID-19 Pandemic. (2020).
464 [7] Sushmita Dutta, Marzia Khatan Smita, et al. 2020. The impact of COVID-19 pandemic on tertiary education in Bangladesh: students’ perspectives. 516
465 Open Journal of Social Sciences 8, 09 (2020), 53. 517
466 [8] Md Akhtarul Islam, Sutapa Dey Barna, Hasin Raihan, Md Nafiul Alam Khan, and Md Tanvir Hossain. 2020. Depression and anxiety among university 518
467 students during the COVID-19 pandemic in Bangladesh: A web-based cross-sectional survey. PloS one 15, 8 (2020), e0238162. 519
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 Woodstock ’18, June 03–05, 2018, Woodstock, NY M. Salimullah, Sobhan and Nafi, 2020.

521 [9] Khadijah Mukhtar, Kainat Javed, Mahwish Arooj, and Ahsan Sethi. 2020. Advantages, Limitations and Recommendations for online learning during 573
522 COVID-19 pandemic era. Pakistan Journal of Medical Sciences 36, COVID19-S4 (2020). 574
523 [10] Paula Odriozola-González, Álvaro Planchuelo-Gómez, María Jesús Irurtia, and Rodrigo de Luis-García. 2020. Psychological effects of the COVID-19 575
524 outbreak and lockdown among students and workers of a Spanish university. Psychiatry Research (2020), 113108. 576
525
[11] Christoph Pieh, Sanja Budimir, and Thomas Probst. 2020. The effect of age, gender, income, work, and physical activity on mental health during 577
coronavirus disease (COVID-19) lockdown in Austria. Journal of psychosomatic research 136 (2020), 110186.
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[12] Matthew J Savage, Ruth James, Daniele Magistro, James Donaldson, Laura C Healy, Mary Nevill, and Philip J Hennis. 2020. Mental health and
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movement behaviour during the COVID-19 pandemic in UK university students: Prospective cohort study. Mental Health and Physical Activity 19
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(2020), 100357.
529 [13] Lilly Shanahan, Annekatrin Steinhoff, Laura Bechtiger, Aja L Murray, Amy Nivette, Urs Hepp, Denis Ribeaud, and Manuel Eisner. 2020. Emotional 581
530 distress in young adults during the COVID-19 pandemic: Evidence of risk and resilience from a longitudinal cohort study. Psychological medicine 582
531 (2020), 1–10. 583
532 [14] Sheela Sundarasen, Karuthan Chinna, Kamilah Kamaludin, Mohammad Nurunnabi, Gul Mohammad Baloch, Heba Bakr Khoshaim, Syed Far Abid 584
533 Hossain, and Areej Sukayt. 2020. Psychological impact of COVID-19 and lockdown among university students in Malaysia: implications and policy 585
534 recommendations. International journal of environmental research and public health 17, 17 (2020), 6206. 586
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[15] Cuiyan Wang, Riyu Pan, Xiaoyang Wan, Yilin Tan, Linkang Xu, Cyrus S Ho, and Roger C Ho. 2020. Immediate psychological responses and 587
associated factors during the initial stage of the 2019 coronavirus disease (COVID-19) epidemic among the general population in China. International
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journal of environmental research and public health 17, 5 (2020), 1729.
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539 A CONTRIBUTION RECORD 591
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Detail each group member contribution according to the following tables.
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A.1 Paper Assessment 595
544 Populate the following table with the required information. 596
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A.2 Paper writing contribution
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548 Populate the following table with the required information. 600
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 Psychological Impact of COVID-19 among Undergraduate Students: A Systematic Literature ReviewWoodstock ’18, June 03–05, 2018, Woodstock, NY

625 Student id & name Paper No Paper Title 677

626 from Ref 678
627 679
18-37541-1, Md. Salimullah 1 Psychological impact of distance education tech-
628 680
nologies in students’ personal development
629 681
2 The psychological impact of preexisting men-
630 682
tal and physical health conditions during the
631 683
COVID-19 pandemic
632 684
3 Benefits of physical activity and physical exer-
633 685
cise in the time of pandemic
634 686
5 The psychological impact of the COVID-
635 687
19epidemic on college students in China
636 688
7 The impact of COVID-19 pandemic on tertiary
637 689
education in Bangladesh: students’ perspectives
638 690
8 Depression and anxiety among university
639 691
students during the COVID-19 pandemic in
640 692
Bangladesh: A web-based cross-sectional sur-
641 693
vey
642 694
10 Psychological effects of the COVID-19outbreak
643 695
and lockdown among students and workers of
644 696
a Spanish university
645 697
11 The effect of age, gender, income, work, and
646 698
physical activity on mental health during coron-
647 699
avirus disease (COVID-19) lockdown in Austria
648 700
13 Emotional distress in young adults during the
649 701
COVID-19 pandemic: Evidence of risk and re-
650 702
silience from a longitudinal cohort study
651 703
652
14 Psychological impact of COVID-19 and lock- 704
653
down among university students in Malaysia: 705
654
implications and policy recommendations 706
655
15 Immediate psychological responses and asso- 707
656
ciated factors during the initial stage of the 708
657
2019 coronavirus disease (COVID-19) epidemic 709
658
among the general population in China 710
659 18-37855-2, Sobhan Md Abdus 6 Undergraduate and Graduate Students’ Mental 711
660 Health During the COVID-19 Pandemic 712
661 12 Mental health and movement behaviour dur- 713
662 ing the COVID-19 pandemic in UK university 714
663 students: Prospective cohort study 715
664 7 The impact of COVID-19 pandemic on tertiary 716
665 education in Bangladesh: students’ perspectives 717
666 17-33793-1, Mahmud, Nafi 4 Determinants of students’ perceived learning 718
667 outcome and satisfaction in online learning dur- 719
668 ing the pandemic of COVID-19 720
669 7 The impact of COVID-19 pandemic on tertiary 721
670 education in Bangladesh: students’ perspectives 722
671 9 Advantages, Limitations and Recommendations 723
672 for online learning during COVID-19 pandemic 724
673 era 725
674 726
Table 1. Paper collected and read by the group member
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676 7 728
 Woodstock ’18, June 03–05, 2018, Woodstock, NY M. Salimullah, Sobhan and Nafi, 2020.

729 Student id & name Section Section Title 781

730 No 782
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18-37541-1, Md. Salimullah 1 Introduction
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2.1 Research Objective
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2.2 Research Question
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2.3.3 Keyword Search and Manual Selection
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2.3.4 Final Set of Articles
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3.1 RQ1
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3.2 RQ2
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4.1 Long Term Psychological Impact of COVID-19
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on university students
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5 Validity Threat
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742
6 Conclusion 794
743 18-37855-2, Sobhan Md Abdus 2.3.2 Digital Libraries to Search 795
744 3.4 RQ4 796
745 4.3 Study on the Students from Different Levels 797
746 17-33793-1, Mahmud, Nafi 2.3.1 Keywords and Search String 798
747 3.3 RQ3 799
748 4.2 Continent Based Psychological Impact of 800
749 COVID-19 on University Students 801
750 802
Table 2. Section(s) Written in the paper by the group member
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