Impact of “e-Learning Crack-up” Perception on Psychological Distress among College Students During COVID-19 pandemic: A mediating Role of “Fear of Academic Year Loss”

Highlights

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  “e-Learning crack-up” perception has a significant impact on student’s psychological distress.

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  Fear of academic year loss is the key responsible factor for psychological distress during COVID-19.

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  Prediction relevance of psychological distress pointed out a good fit with R ² = 0.996 and Q ² = 0.656.

Abstract

While literature reveals the positive perception of e-Learning, this study examined and assessed the impact of e-Learning crack-up perceptions on psychological distress among college students during COVID-19 pandemic. Kessler psychological distress scale (K10) was used to evaluate stress symptoms. This study first conducted an online focus group discussion (OFGD) with the target population to develop the scale of “e-Learning crack-up” and “fear of academic year loss”. Afterward, a questionnaire was developed based on OFGD findings. An online survey was conducted amongst college students in Bangladesh using a purposive sampling technique. Results show that “e-Learning crack-up” perception has a significant positive impact on student’s psychological distress, and fear of academic year loss is the crucial factor that is responsible for psychological distress during COVID-19 lockdown. This study can provide an understanding of how “e-Learning crack-up” and “Fear of academic year loss” influence college students’ mental health. Theoretically, this study extends and validated the scope of Kessler's psychological distress scale with two new contexts. Practically, this study will help the government and policymakers identify the student's mental well-being and take more appropriate action to address these issues.