The Impact of COVID-19 on the Mental Health of Turkish University Students#
Abstract#
The COVID-19 pandemic has posed unprecedented challenges to the mental health of populations worldwide. Turkish university students, as a vulnerable subgroup within the young adult population, have experienced significant disruptions in daily life, academic functioning, and social interactions. This paper reviews empirical findings regarding heightened anxiety, depression, stress, and reduced overall well-being among these students. Data from cross-sectional surveys and qualitative studies—ranging from early pandemic waves to extended lockdown measures—demonstrate that factors such as gender, loss of loved ones, financial stress, and the shift from face-to-face to online learning are associated with adverse mental health outcomes. The current synthesis provides a comprehensive discussion of these issues, identifies key protective factors, and suggests directions for future research and intervention.
1. Introduction#
The outbreak of SARS-CoV-2 in December 2019 quickly evolved into a global pandemic that disrupted almost every sector of society. In Turkey, the first confirmed case was reported in early March 2020, triggering a series of public health measures such as lockdowns, social distancing, and a rapid transition to online education. University students faced new academic, social, and psychological challenges as uncertainty about the future mounted. Prior research has documented that even before the pandemic, rates of stress, anxiety, and depression were a concern among young adults [1]. Recent studies have now begun to examine COVID-19’s additional impact on the mental health of students in Turkey [pmc.ncbi.nlm.nih.gov; pmc.ncbi.nlm.nih.gov].
2. Background and Literature Review#
2.1 Pre-Pandemic Vulnerabilities#
Before the COVID-19 outbreak, Turkish university students exhibited moderate levels of stress and anxiety as indicated by multiple studies [1,47]. However, the abrupt transition to remote learning and the nationwide implementation of lockdowns exacerbated these mental health challenges. Data derived from surveys conducted during the early days of the pandemic indicated that the prevalence of anxiety, depression, and stress symptoms was markedly higher compared to pre-pandemic levels [psychiatry-psychopharmacology.com; pmc.ncbi.nlm.nih.gov].
2.2 COVID-19 and Mental Health#
Several studies have shown that approximately 25–35% of Turkish students exceeded clinical thresholds for anxiety and depression during the pandemic [psychiatry-psychopharmacology.com]. Contributing factors included increased media exposure, fear of infection, the loss of social and familial support, and economic strain. A multi-centered study by Durbas et al. (2021) demonstrated that female students, in particular, reported higher levels of anxiety and stress [pmc.ncbi.nlm.nih.gov]. Moreover, health-related concerns—such as the efficacy of online education and reduced physical activity—were also linked to lower levels of overall well-being [mdpi.com; mdpi.com].
2.3 Protective Factors and Coping Strategies#
Not all findings were uniformly negative. Some research identified that increased social support, resilience, and engagement in physical activity could buffer against the adverse mental health effects of the pandemic. For instance, interventions that promote resilience and online counseling have been suggested to help students cope with prolonged restrictions [pmc.ncbi.nlm.nih.gov; bmcpsychology.biomedcentral.com]. Moreover, coping strategies such as structured daily routines and digital social interactions were correlated with reduced procrastination and improved mood [bmcpsychology.biomedcentral.com].
3. Methodology#
3.1 Study Design#
This synthesis paper is structured as a review of scientific surveys and cross-sectional studies that assessed Turkish university students’ mental health during various phases of the COVID-19 pandemic. Data were collated from peer-reviewed journals, publicly available datasets, and recent conference reports. Studies using validated scales (e.g., Beck Depression Inventory, COVID Stress Scale) were prioritized.
3.2 Data Sources#
A non-exhaustive search of journals—including PubMed, MDPI, and Springer—was conducted using keywords such as “Turkish university students,” “COVID-19,” “mental health,” “stress,” and “anxiety.” Notable sources include:
A study by Durbas et al. (2021) examining anxiety and stress via the Coronavirus Anxiety Scale among Turkish students [pmc.ncbi.nlm.nih.gov].
A prevalence study that reported increased anxiety, depression, and pandemic-related stress using online surveys [psychiatry-psychopharmacology.com].
Additional data from MDPI’s “Data” journal provided insights into academic functioning and sleep patterns during the lockdown [mdpi.com].
3.3 Measures#
The reviewed studies used a variety of psychometric instruments, such as:
Coronavirus Anxiety Scale (CAS) and COVID Stress Scale (CSS): To assess pandemic-specific anxiety.
Generalized Anxiety Disorder Scale (GAD-7) and Beck Depression Inventory (BDI-PC): For broader assessments of anxiety and depressive symptoms.
Perceived Stress Scale (PSS-10): To capture levels of self-reported stress.
Immune Fitness Scales: In some studies, to link physical health perceptions with mental well-being [mdpi.com].
4. Results and Discussion#
4.1 Increased Anxiety, Depression, and Stress#
Students consistently reported significantly higher scores on anxiety and depression scales during the pandemic when compared to pre-pandemic baselines [pmc.ncbi.nlm.nih.gov; psychiatry-psychopharmacology.com]. Female students and those who experienced the loss of family members or significant disruption in their daily lives reported particularly high levels of anxiety.
4.2 Lifestyle Changes and Academic Functioning#
Data indicate that the shift to online education led to increased screen time, reduced physical activity, and irregular sleep patterns. These changes correlated with both a decrease in academic performance and poorer mental health outcomes [mdpi.com]. While some studies noted improved academic grades due to more time available for studying during lockdowns [mdpi.com], this was often counterbalanced by increased feelings of loneliness and isolation.
4.3 Coping and Interventions#
Several intervention studies have highlighted the efficacy of resilience training and online psychological counseling. These approaches have been effective in reducing perceived stress and the symptoms of depression and anxiety [pmc.ncbi.nlm.nih.gov; bmcpsychology.biomedcentral.com]. Future longitudinal studies will be crucial to determine the long-term effects of these interventions on mental health outcomes.
4.4 Limitations#
Although the reviewed studies provide a comprehensive understanding of the issue, most employed cross-sectional designs, limiting causal inferences. Moreover, reliance on self-reported data and online survey methods might introduce selection bias. Nonetheless, the consistency of findings across diverse datasets strengthens the evidence base.
5. Conclusions#
The COVID-19 pandemic has amplified preexisting mental health challenges among Turkish university students, as evidenced by elevated levels of anxiety, depression, and stress. The convergence of academic pressures, social isolation, and lifestyle changes during prolonged lockdown periods has adversely affected student well-being. Protective factors, including social support, resilience, and physical activity, appear to mitigate some of the negative outcomes. Future research should employ longitudinal methods to track changes over time and to evaluate the effectiveness of targeted interventions.
6. Recommendations#
Implementation of Online Counseling: University counseling centers should enhance remote services to provide timely psychological support.
Promoting Healthy Lifestyles: Interventions encouraging regular physical activity and structured routines may improve mental health outcomes.
Tailored Interventions: Special attention should be given to high-risk groups (e.g., female students, students facing significant personal loss) through targeted resilience training programs.
Further Research: Longitudinal studies are needed to assess the sustained impact of these stressors on academic performance and overall health.
References#
Durbas, A., Karaman, H., Solman, C. et al. Anxiety and Stress Levels in Turkish University Students One Year into the COVID-19 Pandemic. Front. Psychiatry. 2021. pmc.ncbi.nlm.nih.gov
[Prevalence of Pandemic Anxiety in Turkey – Firat et al., 2021]. psychiatry-psychopharmacology.com
Xiong, J., Lipsitz, O., Nasri, F., et al. Impact of COVID-19 pandemic on mental health in the general population: a systematic review. J. Affect. Disord. 2020; 277:55–64.
Hendriksen, P.A., Tan, S., van Oostrom, E.C., et al. COVID-19 Lockdown Effects on Sleep, Immune Fitness, Mood, Quality of Life, and Academic Functioning: Survey Data from Turkish University Students. Data. 2024; 9:35. mdpi.com
Doğanülkü, H. et al. Fear of COVID-19 and its Relation with Procrastination among Turkish University Students: The Mediating Role of Intolerance of Uncertainty. BMC Psychol. 2021. bmcpsychology.biomedcentral.com
Additional relevant references are available within the linked articles and are cited accordingly.