Patterns in the findings

Impact on Motivation and Engagement

Students experienced significant fluctuations in motivation and engagement due to the shift to online learning.
Student 1 highlighted the initial challenges, stating, "Initially the shift to online learning was challenging for me. My
motivation dropped significantly because I found it hard to stay engaged without the structure of in-person classes."
Similarly, Student 2 experienced both increases and decreases in motivation: "I experienced a mix of increased and
decreased motivation. In some subjects, I was more engaged because I had more control over my schedule, but in
others, I felt disconnected and less motivated." These responses indicate a common pattern of fluctuating motivation
among students.

The disruption of established routines and the elimination of face-to-face interactions were primary factors leading
to decreased motivation and engagement. The absence of physical classrooms removed the structured environment
that many students relied on to stay focused and motivated. Without the regular schedule of in-person classes,
students like Student 1 found it challenging to maintain the same level of engagement. Additionally, the social
aspect of learning, which includes immediate feedback and interaction with peers and professors, was significantly
reduced, contributing to a sense of isolation and diminished motivation.

However, the flexibility of online learning also allowed for improved time management in some cases. Student 2's
experience highlights this dual impact: while the lack of structure could lead to procrastination and decreased
motivation, the ability to control one's schedule also provided opportunities for better time management and
increased engagement in certain subjects. This flexibility enabled some students to tailor their learning environments
to better suit their individual needs, which could enhance their engagement and performance in specific areas.
Overall, the shift to online learning had a complex and varied impact on students' motivation and engagement,
underscoring the importance of providing supportive structures and maintaining social interactions in educational
settings.

Adaptation Strategies

Students adopted various digital tools and strategies to cope with the challenges of online learning during the
pandemic. This adaptability is evident from the responses provided. Student 1 mentioned relying on digital note-
taking apps like Notion and video conferencing tools such as Zoom to stay organized and maintain communication
with peers and instructors. This approach helped Student 1 overcome the initial difficulties of the online learning
environment by providing a structured way to manage study materials and engage in virtual classrooms. Similarly,
Student 4 found productivity apps like Trello particularly useful. Trello, a project management tool, enabled Student
4 to track assignments and deadlines efficiently, ensuring that academic responsibilities were managed effectively
despite the lack of a physical classroom environment.

Student 2 also highlighted the importance of time management apps in their adaptation strategy. These apps helped
them create a disciplined study schedule, balancing study and rest periods to maintain productivity. The structured
approach facilitated by these tools was crucial in managing the flexibility of online learning, which, while beneficial,
also posed the risk of procrastination and disorganization. By setting specific study hours and regular breaks,
Student 2 was able to maintain a steady academic routine and mitigate some of the motivational challenges posed by
the online format.

The adoption of these digital tools illustrates the students' adaptability and resilience in the face of unprecedented
challenges. These tools not only helped them stay organized but also enabled them to remain connected with their
peers, fostering a sense of community and support that was otherwise diminished by the lack of in-person
interactions. The use of digital note-taking apps, productivity tools, and time management apps demonstrates how
students leveraged technology to create new routines and maintain their academic performance. This adaptability
was critical in navigating the new educational landscape shaped by the pandemic, highlighting the importance of
digital literacy and the ability to integrate technology into daily learning practices. Overall, these adaptation
strategies underscore the resilience of students in overcoming the challenges of online learning and maintaining their
academic progress.

Changes in Stress and Anxiety Levels

Students reported increased stress and anxiety during the pandemic, reflecting a common pattern of heightened
emotional distress. This is evidenced by Student 1's statement: "My stress levels increased significantly. I found
myself worrying more about the future and my academic performance." The shift to online learning and the sudden
changes in their educational environment created a significant amount of uncertainty, contributing to elevated stress
levels. Student 1's concerns about future academic outcomes highlight how the pandemic disrupted their sense of
security and predictability, leading to increased anxiety about their academic performance and future prospects.

Similarly, Student 3 noted, "I felt more stressed and anxious mainly because of the lack of social interaction and the
fear of the unknown." The abrupt transition to a socially isolated learning environment removed critical support
structures that many students rely on for emotional and academic support. The absence of face-to-face interactions
with peers and instructors exacerbated feelings of loneliness and disconnectedness, further intensifying stress and
anxiety. Student 3's experience underscores the importance of social interaction in maintaining mental well-being,
especially in educational settings.

The uncertainty of the pandemic played a significant role in contributing to these heightened stress levels. Concerns
about health, both personal and familial, added an extra layer of anxiety. Students were not only worried about
contracting the virus themselves but also feared for the well-being of their loved ones. This pervasive sense of
uncertainty and fear of the unknown disrupted students' ability to concentrate and perform academically, as their
minds were frequently preoccupied with these worries.

Additionally, the disruption of regular routines and the pressures of adapting to new learning formats compounded
these stressors. The lack of clear end dates for the pandemic and the ongoing adjustments required to navigate online
learning environments added to the sense of instability. Overall, the combination of health concerns, academic
uncertainties, and social isolation created a perfect storm of stressors that significantly impacted students' mental
health, leading to increased levels of stress and anxiety.
Institutional Support

Educational institutions provided various mental health resources during the pandemic, but the effectiveness of these
resources varied widely among students. This pattern is evident from the differing experiences reported by the
students. Student 1 found virtual counseling sessions particularly helpful, stating that these sessions provided
necessary support during a challenging time. These sessions offered a confidential space where students could
discuss their concerns and receive professional guidance, which was crucial in helping them manage increased stress
and anxiety levels. The accessibility and personal nature of these virtual counseling sessions made them an effective
tool for some students, offering a semblance of the one-on-one support they might have received in person.

In contrast, Student 3 felt that the mental health webinars provided by their institution lacked personal interaction.
While the webinars offered valuable information on managing stress and anxiety, their generic nature did not
address the specific needs of individual students. Student 3 remarked, "The support groups were a good initiative but
the webinars were too generic." This highlights a significant challenge: while webinars can reach a large audience,
their broad approach may not be sufficient for students who require more personalized support. The lack of
interactivity and the impersonal format of these webinars limited their effectiveness for students seeking more direct
and tailored guidance.

The varied effectiveness of these mental health resources underscores the importance of accessibility and
personalization in support services. Institutions made commendable efforts to provide mental health resources, but
the impact of these efforts depended greatly on how well they could be accessed and how effectively they met the
diverse needs of students. For example, while virtual counseling sessions could offer personalized support, they
might not have been equally accessible to all students due to technological barriers or scheduling conflicts.
Similarly, while webinars were more widely accessible, their generic content did not resonate with every student.

Overall, the experiences of Student 1 and Student 3 highlight the need for educational institutions to offer a range of
mental health resources that combine accessibility with personalization. This dual approach can help ensure that all
students receive the support they need, tailored to their unique circumstances and preferences. Providing multiple
formats of support, such as one-on-one counseling, interactive workshops, and comprehensive webinars, can help
address the varying needs of the student body, making mental health resources more effective and inclusive.

Institutional Support

Educational institutions made notable efforts to provide mental health resources during the pandemic, but the
effectiveness of these resources varied significantly among students. This variation is reflected in the experiences
shared by the students. For instance, Student 1 found virtual counseling sessions particularly helpful. They stated,
"My university provided several online counseling services and workshops on stress management," and emphasized
that these sessions offered crucial support during a challenging period. These virtual counseling sessions provided a
confidential space where students could discuss their concerns with professional counselors, helping them manage
increased stress and anxiety levels. The accessibility and personal nature of these sessions made them an effective
tool for some students, offering personalized support similar to what they might have received in person.

On the other hand, Student 3 felt that the mental health webinars provided by their institution lacked personal
interaction and were not as effective. They remarked, "The support groups were a good initiative but the webinars
were too generic." While the webinars aimed to provide valuable information on managing stress and anxiety, their
one-size-fits-all approach did not address the specific needs of individual students. The lack of interactivity and
personalized content limited their effectiveness, as students seeking more direct and tailored guidance found these
webinars insufficient.

These differing experiences highlight a critical issue: the effectiveness of mental health resources provided by
educational institutions largely depends on their accessibility and how well they meet the diverse needs of students.
Institutions made commendable efforts to offer mental health resources, but the impact of these efforts varied
greatly. Virtual counseling sessions, for example, could offer personalized support but were not always accessible to
all students due to technological barriers or scheduling conflicts. Conversely, while webinars were more widely
accessible, their generic content did not resonate with every student.

Overall, the experiences of Student 1 and Student 3 underscore the need for educational institutions to provide a
range of mental health resources that combine accessibility with personalization. A multi-faceted approach that
includes one-on-one counseling, interactive workshops, and comprehensive webinars can help address the varying
needs of the student body. By offering diverse formats of support, institutions can ensure that all students receive the
mental health resources they need, tailored to their unique circumstances and preferences. This approach can make
mental health support more effective and inclusive, helping students navigate the challenges posed by the pandemic
more successfully.

Impact on Relationships

The pandemic significantly affected students' relationships, with a notable weakening of peer connections and an
improvement in communication with faculty. This pattern is evident from the experiences shared by the students.
Student 1 observed, "My relationships with classmates weakened because we couldn’t meet in person. However, my
communication with faculty improved as they were more accessible online." This statement encapsulates the dual
impact of the pandemic on students' academic and social interactions.

The shift to online learning disrupted the usual in-person interactions that form the basis of peer relationships.
Without the ability to meet face-to-face, students found it challenging to maintain the same level of connection with
their classmates. Physical proximity in classrooms, study groups, and campus activities typically facilitates
spontaneous conversations and bonding, which were severely limited during the pandemic. The absence of these
interactions led to a sense of isolation and a weakened sense of community among students. Peer relationships,
which often provide emotional support and collaborative learning opportunities, suffered as a result.

Conversely, the increased use of digital communication tools such as email, video conferencing, and virtual office
hours facilitated better access to faculty members. Students found that faculty were more reachable online, which
improved their ability to seek help and guidance. Student 1's experience highlights this positive shift: "My
communication with faculty improved as they were more accessible online." This enhanced accessibility allowed for
more frequent and flexible interactions with professors, which might not have been as feasible in a traditional in-
person setting due to scheduling constraints.

The improvement in student-faculty communication can be attributed to the adaptability of faculty members and
their willingness to embrace digital tools to support students. Virtual office hours and prompt email responses
became more common, providing students with the opportunity to engage with faculty outside of scheduled class
times. This increased interaction not only helped students academically but also provided a sense of stability and
support during uncertain times.

Theoretical Perspectives in Educational Psychology and Stress Management

The findings from this qualitative study align with various theoretical perspectives in educational psychology
and stress management, providing a deeper understanding of the students' experiences during the pandemic.

Self-Determination Theory (SDT)

Self-Determination Theory (SDT) posits that autonomy, competence, and relatedness are essential
components of intrinsic motivation. The shift to online learning disrupted these fundamental needs, leading to
fluctuating motivation levels among students. On one hand, online learning provided greater autonomy,
allowing students to manage their schedules more independently. For example, some students reported
increased motivation in specific subjects due to better time management. Student 2 noted that having control
over their schedule sometimes enhanced their engagement. However, this autonomy came at the cost of
relatedness. The reduction in face-to-face interactions significantly diminished students' sense of connection
with peers and instructors, which negatively impacted their overall motivation. Student 1 highlighted this
impact by stating, "My motivation dropped significantly because I found it hard to stay engaged without the
structure of in-person classes." The findings suggest that while autonomy can enhance motivation in certain
contexts, the absence of relatedness can lead to a significant decrease in overall motivation, underscoring the
delicate balance between these needs.

Transactional Model of Stress and Coping

The increased stress and anxiety levels experienced by students during the pandemic can be explained using
the Transactional Model of Stress and Coping. This model emphasizes the role of cognitive appraisal in stress
responses, highlighting how individuals' perceptions of stressors influence their emotional and behavioral
responses. Students' perceptions of the pandemic's uncertainty and its impact on their lives contributed to
higher stress levels. The uncertainty surrounding the duration of the pandemic and its implications for
academic performance were significant stressors. Student 1 stated, "My stress levels increased significantly. I
found myself worrying more about the future and my academic performance." Similarly, Student 3 noted, "I
felt more stressed and anxious mainly because of the lack of social interaction and the fear of the unknown."
These statements demonstrate how cognitive appraisal influenced their stress levels, with concerns about
health, academic outcomes, and social isolation exacerbating their anxiety. This theoretical framework helps
explain the heightened stress levels observed among students and underscores the importance of addressing
these cognitive appraisals to mitigate stress.

Answering the Research Question

The research question explores how the pandemic affected students' motivation, engagement, stress levels, and
relationships, and how they adapted to these changes. The interpreted data provides a comprehensive answer.

Motivation and Engagement

The pandemic significantly disrupted students' motivation and engagement due to the loss of structured in-person
learning environments and social interactions. Students found it challenging to stay motivated without the routine
and immediate feedback provided by traditional classroom settings. Student 1 noted, "My motivation dropped
significantly because I found it hard to stay engaged without the structure of in-person classes." However, adaptation
strategies, such as the use of digital tools, played a crucial role in mitigating these effects. Students like Student 1
and Student 2 adopted digital note-taking apps, productivity tools, and time management apps to stay organized and
maintain their study routines. These tools helped create new structures and routines, enabling students to manage
their time more effectively and maintain some level of engagement despite the challenges.

Stress and Anxiety

Increased stress and anxiety levels were common among students during the pandemic, driven by uncertainty and
concerns about both academic and personal health. The abrupt transition to online learning, coupled with the
uncertainty of the pandemic's duration, contributed to heightened stress. Student 1 stated, "My stress levels
increased significantly. I found myself worrying more about the future and my academic performance." Similarly,
Student 3 noted, "I felt more stressed and anxious mainly because of the lack of social interaction and the fear of the
unknown." The role of educational institutions in providing mental health resources varied in effectiveness. While
virtual counseling sessions were helpful for some, as Student 1 found, others, like Student 3, felt that generic
webinars lacked the necessary personal interaction. This underscores the need for more personalized and accessible
mental health resources to better support students.

Relationships

The pandemic weakened peer relationships due to the lack of in-person interaction, but it improved communication
with faculty, demonstrating the complex impact of online learning on social dynamics. Student 1 observed, "My
relationships with classmates weakened because we couldn’t meet in person. However, my communication with
faculty improved as they were more accessible online." The shift to digital communication tools facilitated better
access to faculty members, allowing students to engage more frequently and flexibly with their professors. This
enhanced communication helped students feel supported academically, even as their social interactions with peers
diminished. The increased use of virtual office hours and prompt email responses by faculty members played a
significant role in this improved communication.

In summary, the pandemic had a multifaceted impact on students' motivation, engagement, stress levels, and
relationships. While digital tools and adaptation strategies helped mitigate some negative effects, the overall
experience highlighted the importance of structured learning environments, personalized support, and effective
communication in maintaining student well-being and academic success.