Title: the impact of covid-19 on teaching systems and institutions

Analysis: This study investigated the association between student well-being and views of their degree completion, potential employment, and future career prospects during the pandemic. The findings showed that student wellbeing is negatively predicted by the perceived effect of COVID-19 on students' anxiety about finishing their degrees. This is consistent with Poots and Cassidy's (2020) findings that support is a favorable predictor of wellbeing and that there is a significantly negative association between academic performance and support.
Evaluation: The study used a cross-sectional design, so the results cannot illustrate the process and evolution of how the identified variables influence student well-being. It would be useful to develop a longitudinal study to give a deeper understanding of the students' experience. Further studies could explore potential variables that may be more likely to show differences in a cross-cultural context, such as how various types of social support may be perceived differently in various cultural contexts. The study demonstrated the value of the Affective Filter hypothesis in assisting educational institutions and students in comprehending the emotional reactions and effects of unforeseen world crises on students' well-being. It was discovered that a serious crisis has a detrimental effect on students' concerns about their schoolwork and their general well-being, but long-term worries about employment and career prospects had no detrimental effects on wellbeing. Support has been demonstrated to play a significant mediating role in the overall influence on student wellbeing.
Conclusion A: The findings also showed that university support acts as a mediator in the link between the perceived influence of COVID-19 on students' anxieties about finishing their degrees and levels of student well-being. This finding highlights the impact of campus resources on students' perceptions and emotional states, such as stress, sense of purpose, and life satisfaction (Flinchbaugh et al., 2012). This university funding is an example of an external resource (Hobfoll et al., 2018). When this help is prompt and sufficient, students can successfully manage the demands of their academic endeavors (Mokgele and Rothman, 2014; Wood et al., 2018).