Research project

To evaluate the impact of the COVID-19 pandemic on the psychological well-being of students.




To evaluate the impact of the COVID-19 pandemic on the psychological well-being of learners.


Part A: Demographic information.

1. Please select your gender



2. Please select your age bracket

Below 10 years

11 – 20 years

21 – 30 years

Above 31 years

3. Nationality …………………………….

4. Name of your institution ……………………

5. Please select your academic level.

Elementary school

Middle school

Secondary school

Tertiary school

Part B: questions based on the study objectives.

1. Have you suffered from the COVID-19 pandemic?



2. How has the COVID-19 pandemic affected your ability to learn?

Strongly positively

Moderately positively

Not affected

Moderately negatively

Strongly negatively

Not applicable

3. What measure did your institution employ to respond to the COVID-19 pandemic?


Keeping social distance

Washing hands frequently with alcohol-based sanitizers or running water

Wearing masks

Closing down schools

Learning online


4. During the past few months, have your well-being been affected and felt any of the following due to the COVID-19 pandemic (tick all that applies)?





Any other …………………….

5. What physical activity did you engage in to improve your well-being during the pandemic?


Jogging and running

Aerobic exercise classes

Bicycle riding

Others ………………….

6. What is the impact of the COVID-19 pandemic on your mental health and psychological well-being?


7. Did you suffer from any other health condition related to COVID-19?



8. If yes, which one …………………………………………..

Target population

My friends and other students.

Main research question.

To evaluate the impact of the COVID-19 pandemic on the psychological well-being of learners.

Research hypothesis.

Leaners in different educational levels are at risk of psychological related issues as a result of the COVID-19 pandemic.

Dependent variable

Levels of anxiety, depression, loneliness, and nervousness as a result of the COVID-19 pandemic.

Independent variables. (they are three).

Learners’ general characteristics, including their gender, age, nationality, name of the institution, and academic level. Also, their health conditions related to COVID-19 and lifestyle during the pandemic.

b) Learners feeling on the pandemic, including learners’ emotions, feelings, concerns, perceptions, and psychological engagement.

c) Learners’ concerns about their studies. This involves evaluating how studies were affected by the pandemic and measures imposed by learning institutions to ensure learning did not stop.


Causes of employee turnover data
Respondents Career Compensation Total reward Work environment
Respondent 1 3 5 4 2
Respondent 2 4 5 4 1
Respondent 3 2 4 3 1
Respondent 4 1 5 4 2
Respondent 5 4 6 5 3
Respondent 6 2 5 4 3
Respondent 7 3 4 2 1
Respondent 8 2 3 2 2
Respondent 9 1 5 3 3
Respondent 10 3 6 4 3



Qualitative Interview Themes Questions

Student Name

Institutional Affiliation



Qualitative Interview Themes Questions

Open-Ended Questions

Tell me what think about the determinants of orgasm and sexual enjoyment in hookup and relationship sex among heterosexual women?

Why do feel relationship sex is better for women in relation to orgasm and sexual enjoyment?

Do you think cultural beliefs and processes shape negotiations of heterosexuality in particular cultures?

Why do think workers participate in their own exploitation?

Tell me more about the labor process?

The interview involved five interviewees, namely interviewee V, interviewee W, Interviewee Y, Interviewee X, Interviewee Z. Four themes emerged from the interviewee, including Themes: Sexuality, culture, labor process, gender.

Interviewee V and interviewee W discussed the determinants of orgasm and sexual enjoyment in hookup and relationship sex among heterosexual women. They also discussed why they consider relationship sex is better for women than orgasm and sexual pleasure. The discussion identified four general views regarding the origins of orgasm and sexual enjoyment, including gender equality, partner-specific learning, and technically competent genital stimulation and commitment. During the discussions, it emerged that women often have orgasms in relationships, unlike in hookups. The interviewees highlighted that multiple factors predicted women’s orgasm and sexual pleasure. These factors include sexual practices, commitment, and experience with a specific partner. They noted that orgasm is common in relationship sex due to more sexual practices favorable to women’s orgasms. They also pointed out that a double standard is why relationship sex is better for women, unlike men. It is because both women and men question women’s but not men’s prerogative to enjoyment in hookups. Rather, they believe strongly in women’s and men’s prerogative to enjoyment in relationships. These two interviewees concurred that giving more attention to generating female orgasms in relationships was necessary. The identified sexual practices were identified to enhance women’s organism.

Interviewee W noted that intercourse enhances orgasm in both relationships and hookups, although it reduces pleasure in hookups. Interviewee V added that receiving oral sex and stimulating a woman’s genitalia by her partner increases women’s organism, which is also practiced more frequently in relationship sex. The interviewees noted that the rates of orgasm and pleasure often increase between the initial and consequent hookup. It suggests that partner-specific learning is crucial in increasing orgasm even in the nonexistence of long-term commitment, but it does not mean devotion and affection are not important. The interview information implies that gender inequality also contributes to the relationship/hookup gap in orgasm and sexual pleasure for women. It was clear that both men and women are not concerned with women’s satisfaction in hookups, but men are more attentive to women’s enjoyment in relationships. Thus, it is essential to identify ways of increasing women’s orgasm levels and sexual pleasure.

I discussed with interviewees Y and X their thoughts regarding how cultural beliefs and processes shape negotiations of heterosexuality in particular cultures. They expressed their opinions on why they considered relationships important in girls’ experiences of sexuality. The interviewees noted major variations in cultural beliefs and processes that defined girls’ negotiation of heterosexuality. They said that in some cultures, such as Dutch culture, girls could incorporate their sexual selves into their relationships with their parents. However, they noted that in some cultures, such as the American culture, it was difficult to reconcile sexuality with daughterhood. In Dutch culture, interviewee Y indicated that girls are presumed to have the ability to fall in love and form stable sexual relationships. Whereas interviewee X noted that in the American culture, girls face cynical adult and peer cultures in terms of their ability to sustain feelings and associations that justify the sexual activity. They observed that the observed cultural patterns that influenced heterosexuality play out in policy and policy discussions. Some cultures, such as Dutch, have a consensus on adolescent sexual health policies. In American culture, however, policy debates are controversial, with conflict usually hinged on the presumed antimony between parental control and girls’ sexuality. Broader cultural cynicism regarding the ability of adolescents to sustain feelings and relationships that justify sexual action is evident in American self-restraint policies. From a feminist perspective, the interviewees noted that institutionalized heterosexuality contributes to girls’ sexual subjectivities, which are often taken for granted. However, they informed that heterosexuality is institutionalized differently by policy and culture. It is essential to widen the lens of analysis to cover girls’ relationships with their partners and parents to broaden the empirical lens toward bringing into view the variations in political and cultural institutionalization of heterosexuality.

I discussed with interviewee Z the labor process and how workers participate in their exploitation. The interviewee noted that there are broader implications associated with the case of unpaid women in the VIP. It helps to explain why individuals perform free labor in the growing segments of the labor market. The interviewee noted that workers are increasingly seeking symbolic advantages along with wages, especially in technology, culture, and media industries, due to the shifting belief that work should be self-fulfilling. People are attracted to these industries with the willingness to forgo wages for an opportunity to gain entry into these fields regardless of the situations of bad jobs characterized by debt structures, no benefits, and endemic insecurity. Different motivations have been ascribed to these fields promoting individuals to consent to work for free. In the culture industry, for instance, labor increasingly remains unpaid but framed as a pursuit for a hybrid of work, passions, and leisure, or psychic awards, free goods, or expression. In this regard, cash is not an essential signifier of one’s worth. There are increasingly free labor journalists in the media and music industries. Workers in retail services go for a high-stats brand or hang out with allies regardless of the sometimes below-minimum wages and poor conditions. College athletes are highly unpaid since their labor is framed as compensation through college scholarships and wider recognition. The interviewee noted that industries construct strongly motivating symbolic connotations around economic arrangements. It compels individuals to enter into, be willing, and accept exploitative relationships in the labor process.


Assignment 3: Research Questions & Variables New

Student Name

Institutional Affiliation

Course name And Code

Professors Name


Assignment 3: Research Questions & Variables New

The advent of social media has caught everyone off guard around the globe. Moreover, many of the impacts are still a mystery although their ongoing study. However, an increasing number of experts are beginning to explore issues about social media’s influence on society. It has been discovered that the impacts have both beneficial and harmful repercussions. When it comes to teaching subsequent generations the dos and don’ts of using social media, especially those relevant to students’ health, it is necessary to find the appropriate balance between the two approaches. This research, along with other research, attempts to build the groundwork for educating prospective students on how to use social media in the most productive ways possible. The use of social media has neither positive nor negative effects. It is possible to speak of equilibrium or balance. This equilibrium refers to how frequently one utilizes social media compared to engaging in other physically active pursuits. Students should not only be taught how to utilize social media as part of the necessary education; they need also be taught how to strike a balance between the various demands of daily life, such as studying, working out, and eating well. According to some studies, using social media might induce memory loss, anxiety, increased risk of suicide and physical immobility, depression, eye difficulties, and even arthritis (Akram & Kumar, 2017; Dibb, 2019). How people interact with social media might negatively or positively impact their lives, depending on which perspective we take. As a result, this research aims to provide more awareness of the responsibilities associated with utilizing social media. It is common knowledge that using social media can have a negative impact on our physical and mental health, and this influence extends to things like cyberbullying and our day-to-day habits. In research that examined the effects of social media on health, conducted by Dibb (2019), the researchers discovered that some users are more likely to engage in social comparisons with other people, which in turn leads to an increase in the severity of their depression symptoms. According to the researcher’s findings, this is associated with reduced feelings of well-being, greater levels of social anxiety, and decreased self-esteem. Concerns have been raised regarding the amount of time spent using social media because of the potential adverse effects on one’s health.

According to research by Akram & Kumar (2017) on the influence of social media on society, there are both negative and positive aspects of using social media. The potential to become more socially capable is one of the benefits, although the potential for negative effects such as cyberbullying and despair is present. Social media affects many aspects of our lives, including our businesses, our health, and the education we receive in the medical field. This article examines the characteristics of various social media platforms used and the impacts those platforms have on the health issues of students.

Researchers like Tripathi et al. (2018) and others have pointed out the negative consequences that social media might have on a person’s health. They give the impression that social media has become ingrained in our culture. Because of how quickly it has spread, social media is having repercussions on society that were not anticipated. Many healthcare professionals now do their job on social media websites, including WhatsApp, Skype, Facebook, Twitter, YouTube, and personal blogs. This study highlights the importance of doing additional studies on the topic of health and social media to understand better the positive and bad consequences of using social networking sites on our health. According to the experts’ findings, there is hope at the end of the road. Either there should be frequent reminders displayed on sites, or individuals should set timers to regulate the amount of time they spend using social media.

Research questions

1. How much time do university students spend on social media?

2. What is the impact of social media on student’s academic and social life?

3. To what degree does cyberbully influence the mental health of a university student?

4. What is the impact of social media on a university student’s mental, social and physical health?

5. What are some ways students can regulate social media consumption and concentrate on other things?


Dependent variable: student mental health.

Independent variables: social media consumption, cyberbullying, and academic performance


There is a positive relationship between mental health and social media consumption among university students.

Survey Questions

How often do you use social media?

1. One hour per day

2. More than two hours but lesser than four hours

3. More than four hours 

What is your most popular social media site?

1. Twitter 

2. Instagram

3. Tiktok

4. Facebook 

5. Telegram

6. WhatsApp 

7. For any other, please specify

How often do you communicate with friends and family on social media?

1. Once everyday 

2. Twice per week 

3. Each day of the week 

4. Once per month 

5. For any other, please specify

Do you think the amount of time you spend on social media interferes with your academic performance?

1. Yes 

2. No 

3. Somewhat 

Does social media interfere with your daily schedule?

1. Sometimes

2. Always

3. Never 

Do you ever turn off your phone or computer for some time in the day to concentrate on other issues?

1. Sometimes (Please explain your choice)

2. Always (Please explain your choice)

3. Never (Please explain your choice)

Have you ever been cyberbullied? 

1. Yes (please explain 

2. No 

3. I do not want to talk about it

Has cyberbullying affected your mental health? 

1. If yes, please explain

2. No, I have never been cyberbullied 

Does social media affect your daily exercise regime?

1. If yes, please explain 

2. No, please explain

3. I do not exercise 

To what extent has social media affected your mental health?

1. A lot (please explain how)

2. To a certain extent, (please explain)

3. Never 

Do you think people can get addicted to social media? Please explain your answers

1. Yes 

2. No 

3. Maybe 


Akram, W., & Kumar, R. (2017). A study on positive and negative effects of social media on society. 
International Journal of Computer Sciences and Engineering
5(10), 351-354.

Dibb, B. (2019). Social media use and perceptions of physical health. 
5(1), e00989.

Tripathi, M., Singh, S., Ghimire, S., Shukla, S., & Kumar, S. (2018). Effect of social media on human health. 
Virology & Immunology Journal
2(2), 1-4.

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