Past studies have found that university students’ well-being is relatively low, and that first-year students are specifically vulnerable. This issue has drawn particular attention during the COVID-19 pandemic. This study examines the effect of COVID-19 on the well-being, academic confidence, feeling of informedness, and self-efficacy of first-year university students.

Both cross-sectional and longitudinal data were used. Survey data were collected from two cohorts of first-year students at a Belgian university (N = 997): a pre-covid cohort (N = 493) and a covid-affected cohort (N = 504). Data was gathered at two measurement moments for the pre-covid cohort and at four measurement moments for the covid-affected cohort.

First, between-subjects analyses (ANCOVA) revealed no significant effect of COVID-19 on students’ well-being, academic confidence, and feeling of informedness, on arrival at university. Three weeks later, however, the covid-affected cohort reported (marginally) lower well-being than the pre-covid cohort. Second, longitudinal analyses (repeated measures ANCOVA) on the covid-affected cohort revealed changes throughout the academic year in well-being and self-efficacy. Well-being and self-efficacy decreased during the first semester, and slightly recovered at the start of the second semester.

The findings of this study hold several implications for educators and institutions aiming to support students during their transition to higher education. By understanding the challenges faced by first-year students, particularly during the COVID-19 pandemic, we can develop targeted strategies to enhance their well-being and academic success, also beyond the pandemic.

Read more.