Lessons From Early COVID-19: Associations With Undergraduate Students’ Academic Performance, Social Life, and Mental Health in the United States

Objectives: This study aims to explore the influence of COVID-19 on undergraduate students’ academic performance, social life, and mental health during the pandemic’s early stage, and evaluate potential correlates of stress, anxiety, and depression in relation to COVID-19. Methods: Participant data was collected as part of a survey that consisted of demographic questions, a DASS-21 questionnaire, and an open-ended question. The final sample consisted of 1077 full-time students in the United States. Results: 19%, 20%, and 28% of participants met the cutoff for “severe” and “extremely severe” levels of stress, anxiety, and depression according to DASS-21. During COVID-19, a significant increase in hours of sleep, and decrease in hours spent on extracurriculars and studying were observed. While talking to family was significantly associated with stress, anxiety, and depression, engaging in hobbies was only associated with depression. Conclusion: With the continued spread of COVID-19, it is critical for universities to adapt to the mental health needs of their students. Future institutional advancements should create treatment programs to ensure better academic and social outcomes.