CHAPTER ONE: INTRODUCTION
1.0 Introduction
The mental and emotional well-being of people all across the globe has been affected by the Covid-19 pandemic, which has brought about unprecedented changes and problems. During a formative period of growth and change, students at universities have been hit especially hard by the pandemic and the accompanying lockdown. Chinese students from the Mainland confront specific problems studying in Hong Kong because of the city's distinct cultural and social environment. This qualitative research examines how the Covid-19 pandemic and subsequent lockdown affected the mental and emotional health of mainland university students studying in Hong Kong.
The effects of the pandemic and lockdown on their anxiety, stress, depression, and social support, among other things, will be investigated. In addition, it will delve into how they dealt with the panic and confinement that followed the outbreak. As a result of this research, specific treatments, and support services may be created to better the mental health and emotional well-being of mainland university students studying in Hong Kong during the pandemic. Researchers hope these findings will help them better understand how the pandemic has affected college students' mental and emotional health and offer a useful resource for other areas and nations dealing with the same issues.
1.1 Research Background
The global pandemic Covid-19 has affected people and institutions across the world in significant ways. Governments of different nations had to call for a national lockdown to restrict the movement of people and commodities to prevent the further spread and transmission of the virus (Ren, 2020). Educational institutions also had to close down temporarily, which affected the students in diverse ways (Lau et al., 2020). Students studying at different stages faced mental and emotional challenges that impacted their health and well-being during the lockdowns due to Covid-19. The study will investigate the mental and emotional difficulties learners face to understand the different contributing factors, along with the support extended by the key stakeholders to the mainland university students in Hong Kong.
College students are not immune to the international effect that the Covid-19 pandemic has had on people's mental health and emotional well-being. Students are experiencing increased levels of stress, worry, and depression due to the abrupt move to online education, feelings of isolation, and future uncertainty. University students' mental health and well-being are vital for their academic and personal development since they are at a particularly sensitive developmental and transitional period. There is, however, a lack of data on how the pandemic has affected mainland university students in Hong Kong. Due to cultural and socio-economic differences, Mainland university students in Hong Kong confront particular hurdles. They are separated from their families and friends and may face language hurdles, prejudice, and homesickness. They also face the added stress and uncertainty of being subject to different norms and regulations than local pupils. The Covid-19 pandemic and subsequent lockdown have exacerbated already difficult circumstances.
The Covid-19 pandemic has negatively impacted the mental and emotional health of college students throughout the globe, according to studies. Sixty percent of college students in a 2020 American College Health Association poll reported experiencing excessive anxiety, while forty percent reported experiencing depression. Similar research in China during the Covid-19 pandemic revealed similar results: despair, elevated anxiety, and stress among college students. Almost 40% of local university students in Hong Kong reported feeling overwhelmed or powerless in a study by the Hong Kong University Students' Association in 2020, while 34% reported feeling unhappy or sad. The emotional and mental health of mainland university students studying in Hong Kong is seldom explored.
Students from the Mainland studying in Hong Kong might benefit from qualitative research methodologies that examine their needs and experiences throughout the pandemic. An in-depth knowledge of the phenomena is gained via qualitative research's in-depth analysis of participants' viewpoints and experiences. It may be used to learn more about the specific difficulties and resiliency of mainland university students studying in Hong Kong.
This study intends to address this void by investigating the effects of the Covid-19 outbreak and the subsequent lockdown on the mental and emotional health of mainland university students studying in Hong Kong. The research will use a phenomenological approach to investigate how the pandemic and lockdown affected the participants' emotional and psychological states. Phenomenology is a qualitative study that asks questions about people's lived experiences to get insight into their worldviews.
Purposive sampling will be used to enroll students from mainland universities in Hong Kong. Video conferencing software will conduct online, semi-structured interviews with participants. We will record the interviews, transcribe them word-for-word, and then use thematic analysis to make sense of the data. As a result of this research, specific treatments, and support services may be created to better the mental health and emotional well-being of mainland university students studying in Hong Kong during the pandemic. Researchers hope these findings will help them better understand how the pandemic has affected college students' mental and emotional health and offer a useful resource for other areas and nations dealing with the same issues.
1.2 Research Questions
Many people, particularly college students, have seen significant declines in their emotional and mental health due to the global spread of the Covid-19 pandemic. Challenges arising from cultural and socio-economic differences are particular to Mainland university students studying in Hong Kong. This research aims to learn more about mainland university students' mental and emotional health in Hong Kong during the Covid-19 outbreak and the subsequent lockdown. Consequently, this qualitative study's research question is as follows:
- What particular problems with mental health did mainland university students in Hong Kong face during the Covid-19 pandemic and lockdown?
- How did mainland university students' experiences in Hong Kong during the Covid-19 pandemic and lockdown vary due to cultural and societal differences?
- What coping mechanisms did mainland university students in Hong Kong use to get through the Covid-19 pandemic and lockdown, and how successful were they in enhancing their mental and emotional well-being?
- How does a student's capacity for resilience affect how well they can handle the difficulties the Covid-19 pandemic and lockdown period present?
- What obstacles stand in the way of mainland university students in Hong Kong seeking mental health help, and how might these obstacles be removed?
1.3Research Rationale
The Covid-19 pandemic has considerably impacted the citizens of diverse nations in varying magnitudes.The students form an essential part of society who will become the innovators and leaders of society in the future, making it essential to understand how the Covid-19 pandemic has impacted them. China is a powerful nation, with Hong Kong being the special administrative region of the country (Albert &Maizland, 2019).The issues and challenges posed by the Covid-19 pandemic and the ensuing lockdowns have resulted in social distancing and isolation that have considerably impacted mainland university students' mental health and emotional well-beingin Hong Kong.Therefore, the study will explore the themes of mental health and emotional well-being, social distancing and isolation, family and economic distress, and supportive policies implemented by educational and governmental institutions. It will assess the target group of mainland university students in Hong Kong who underwent the challenges caused by the Covid-19 pandemic.
The existing mental health policy by the Hong Kong government provides support to the overall population without any specific focus on learners facing mental and emotional challenges during and after the Covid-19 pandemic (Healthbureau.gov.hk, 2022).The research study will help understand the learners' mental and emotional well-being needs, enabling the policy framers and government to develop a policy focusing on the mental health and emotional well-being of university students in Hong Kong.
1.4 Research Goals and Objectives
The research study aims to understand the mental health and emotional well-being of mainland university students in Hong Kong during the Covid-19 pandemic and the ensuing lockdowns.
The objectives developed for the research study are:
● To identify the contributing factors that have affected the mental health and emotional well-being of the mainland university students in Hong Kong during the Covid-19 pandemic and ensuing lockdown
● To understand the impact of the Covid-19 pandemic and the ensuing lockdown on the mental health and emotional well-being of mainland university students in Hong Kong
● To assess the support provided by an educational institution and government to the mainland university students in Hong Kong during the Covid-19 pandemic and ensuing lockdown for addressing their mental health and emotional well-being
1.5Relevance to Social Policy
By and large, the study will provide a better understanding of the extent of mental health and emotional well-being of mainland university students in Hong Kong during the Covid-19 pandemic and ensuring lockdown, and what support has been provided by educational institutions and the government to them at this period. Meanwhile, based on the study's findings, it is hoped that more feasible and intimate mental health services can be developed to meet the mental and emotional needs of mainland university students in Hong Kong during the Covid-19 pandemic and ensure lockdown.
1.6 Limitations of the Study
This qualitative study on the mental health and emotional wellness of mainland university students in Hong Kong during the Covid-19 pandemic and the accompanying lockdown period has limitations, just like any other research study. Although participants will be self-selected, there is a chance that their choices may not be typical of all mainland university students in Hong Kong. This poses a drawback to the research. This can affect how broadly applicable the study's results are. Also, as qualitative research requires a large amount of researcher interpretation, the study may be constrained by the researchers' subjective interpretations of the data.
Another possible drawback is self-reported data, which might be biased or vulnerable to social desirability effects. Due to cultural or societal standards, participants may not feel comfortable revealing their genuine experiences and feelings, or they might not recall events. Moreover, since the research concentrated on mainland university students in Hong Kong, it's possible that it missed out on local or international students' experiences.
Moreover, since the research is qualitative, comparing or generalizing its findings to different groups may be difficult. Its results may not be as statistically significant as those from quantitative studies. The study's strengths, however, lie in its capacity to offer in-depth insights into mainland university students' experiences in Hong Kong during the Covid-19 pandemic and the ensuing lockdown period, showcasing their particular difficulties and potential solutions to address their mental health and well‐being.
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction
Globally, the Covid-19 pandemic has seriously affected mental and emotional health. The pandemic and the subsequent lockdown measures in Hong Kong have negatively affected people's lives, including stress, worry, and sadness. During the pandemic, university students confront significant obstacles, such as adjusting to distant learning, social isolation, financial hardships, and future uncertainty. Despite the pandemic's major effects on mental health, little is known about mainland university students' experiences during this period in Hong Kong. Because of the Covid-19 outbreak and the accompanying lockdown, this qualitative research seeks to investigate this group's mental health and emotional well-being. This investigation will add to earlier work investigating the pandemic's effects on mental health internationally and in Hong Kong. It will also use previously published research on the issues with mental health that university students encounter in non-pandemic settings, emphasizing mainland university students in Hong Kong. The literature evaluation will set the stage for the investigation and identify gaps in our understanding of this community's emotional and mental health during the pandemic.
2.1 Measures to Contain the Spread ofCovid-19
The easy transmission of the Covid-19 virus made it essential for the governments of different nations to undertake strict measures and protocols that will enable ceasing the spread of the virus.Nationwide lockdowns were implemented in different nations with complete cessation of movement of people and transportation (Ji et al., 2020). Only basic services were available to support the people's sustenance. Social isolation and distancing became the norm during Covid-19 (Shen et al., 2020). Many people get stuck in different places away from their families and loved ones (Zhang et al., 2020).It restricted the social and physical movement of the students in Hong Kong, as many national and international students were stuck in hostels and accommodations. It influenced their psychological state during the lockdown.The strict and drastic measures adopted in China ensured that it was immediately controlled (Koh et al., 2020). Nationwide lockdowns and social distancing with covered nose and mouth became the new normal during the Covid-19 pandemic.
Hong Kong has put in place stringent border restrictions, including requiring all city visitors to stay in quarantine, to stop the spread of COVID-19. Before boarding a trip to Hong Kong, all passengers must complete a 14-day quarantine at an authorised facility or hotel and provide documentation of a negative COVID-19 test. Hong Kong has also put social distance laws in place, including limitations on public meetings and the closing of entertainment establishments like pubs and nightclubs. The government has also pushed firms to adopt work-from-home rules to cut down on the number of workers who commute to and from work.
Hong Kong also enacted a mandatory mask requirement, requiring masks in all public areas, including on public transit and at restaurants. Fines or even jail may be imposed on offenders. With mobile testing centres across the city and contact tracking software released to assist in identifying prospective offenders, the government has also adopted extensive testing and contact tracing methods. exposures to COVID-19.
2.2 Impact of Covid-19 On Learners
The Hong Kong authorities enacted lockdown measures, including closing schools and colleges, to stop the virus's spread. These actions have significantly impacted kids' academic development and emotional health while upsetting the conventional learning environment. Students worldwide were considerably impacted by the measures adopted to contain the spread of the covid-19 virus, irrespective of their education level. The student's educational journey was disrupted due to the sudden implementation of lockdown and school closures (Cao et al., 2020). There was also a shift in the learning medium from traditional offline to digital online classes (Jin et al., 2021). Social distancing and isolation further aggravated the challenges for the learners as they were away from their family, friends, and peer group (Pragholapati, 2020). The mainland students in Hong Kong considerably felt the psychological impact of Covid-19 pandemic and the ensuing lockdown. The mainland students have no family in Hong Kong,which alienated them during the Covid-19 pandemic and the ensuing lockdown. It was also difficult for the students to get a place on the Mainland, so they had difficulty getting nice accommodations. The language was also a barrier as they do not speak Cantonese, so the students were doubly isolated compared to other students.It took a considerable toll on learners' mental and emotional health and well-being.
The interruption of their education has been one of the biggest problems for students during the COVID-19 shutdown in Hong Kong. Students were forced to adjust to new types of education, such as online classes and virtual lectures when schools and institutions were shuttered. Learning has been significantly disrupted due to these changes, and many pupils found adjusting to the new techniques difficult. Also, many students struggled with technological obstacles, such as not having access to computers or a strong internet connection, which hindered their learning capacity.
The closure of schools and institutions significantly impacted students' mental health in Hong Kong. As a result of the situation's unpredictability and the interruption to their daily routine, several pupils expressed worry and anxiety. One of the main causes of mental health issues was the absence of social connection and peer and teacher support. The Hong Kong government and schools provided mental health support programs, such as counseling and online support groups, to address these issues.
Academic development was delayed as a result of the COVID-19 shutdown, which had a profound effect on students in Hong Kong. Since schools and colleges were shuttered, several students could not finish their schoolwork, sit for examinations, or graduate on time. Students and their families have experienced additional stress due to the academic advancement delay, especially those who intend to pursue further education or enter the workforce. Schools and institutions devised strategies like online tests and virtual graduation ceremonies to minimize the disturbance to academic progress.
The COVID-19 pandemic has highlighted the inequities that persist in Hong Kong's educational system. It was more difficult for students from low-income households or those who lived in rural locations to obtain online learning tools and support services. Due to this, the educational gap between kids from various socio-economic origins has become even wider. The Hong Kong government and educational institutions have implemented measures to address this, such as giving students who need access to computers and the internet.
The COVID-19 pandemic has significantly impacted students in Hong Kong. Significant difficulties have been presented to children and their families due to the interruption of the educational process, delays in academic advancement, and mental health issues. The pandemic has also brought attention to the need for creative and adaptable learning strategies, which might have long-term advantages for Hong Kong's educational system. Hong Kong students' mental health and academic development must remain a top priority as long as the pandemic persists.
2.3Research Gap
The literature review has shed light on the Covid-19 pandemic, the measures adopted to control it, its impact on global learners, and the support provided to them during the period. However, a literature gap is identified concerning the contributing factors that have influenced the mental and emotional well-being of university students in Hong Kong, along withthe impact of the Covid-19 pandemic on the mental health and emotional well-being of mainland university studentsin Hong Kong.The gap is also identified in the existing mental and emotional health support provided to students by educational institutions and the government.Therefore, the research study will strive to shed some light on it by understanding the contributing factors and the supportive measures provided to the learners.
CHAPTER THREE: METHODOLOGY
3.0 Introduction
Data for this study will be gathered using a qualitative research strategy of semi-structured interviews. Snowballing sampling will be used to choose the individuals who take part. Saturation, the point at which more data contributes less and less to the investigation, will be used to establish the sample size. The information will be gathered through either in-person or online interviews with the participants. All the interviews will be taped and typed out word for word. The data will be evaluated thematically to extract recurring ideas from the participants' replies. All aspects of the research will be conducted concerning ethical principles. Participants will provide their informed permission before any interviews are conducted, and their privacy will be protected during the duration of the research. Volunteers will be made aware that they may stop participating in the research.
3.1 Sampling Frame
The research was planned to take Hong Kong as an example. The factors of the sample criteria sought were:1) Aged 18 or above; 2) University student, 3) Studying and living in Hong Kong during Covid-19, and 4) coming from mainland China.
The research paradigm adopted for the study will be interpretive as it will help interpret the emotional and mental experiences of the mainland university students of Hong Kong. The research design will be exploratory and explanatory (Akhtar, 2016).It will help evaluate the experiences of Hong Kong university students pertaining to the Covid-19 pandemic and the support they were provided by the government and educational institutions to support their mental and emotional well-being.
3.2 Sampling Method and Sample Size
The research study will use the non-probability sampling frame to collect the primary qualitative data. As Etikan et al. (2016) explained, Snowball sampling techniques will be selected for interviews with mainland university students in Hong Kong to get detailed information about their experience during the Covid-19 pandemic and the ensuing lockdown.It will facilitate collecting first-hand information from the university students about their mental health and emotional well-being during the covid-19 pandemic and the lockdown. The sampling size will comprise 14 students, with whom online interviews will be conducted through Zoom and WeChat.
The participants for the research will be selected from the Hong Kong Baptist University College of International Education (HKBU CIE). Based on the distribution of students of HKBU CIE, 3 participants will be selected from each of the associate degrees of sophomores and freshers. While 2 participants will be selected from each of the bachelor senior and junior years. However, 4 participants will be selected from other universities to gain their perspectives on the research topic. The sampling size will be representative of the population of the selected institution for gaining an overall perspective by abiding by the time and scope of the study.
3.3 Data Collection
The research study is developed to collect adequate and appropriate data that is valuable and relevant for addressing the research questions identified for the study. The researcher will collect primaryand secondaryqualitative datato address the three objectives simultaneouslyfor successfully conducting the research study. The researcher will collect the primary qualitative data through online interviews with mainland university students in Hong Kong to understand the mental and emotional challenges faced by the learners during the Covid-19 pandemic and the ensuing lockdown. It will also help in understanding the contributive factors affecting the learners' emotional and mental health.
Qualitative secondary data will be collected through online sources and databases such as journals, articles, books, newspapers, and authentic websites to gather data on support provided to mainland university students by educational institutions and the government during the Covid-19 pandemic and the ensuing lockdown. It will also ensure that the protocols of the Data Protection Act are abided by throughout the research study (Iversen et al., 2006). The researcher will abide by the ethical consideration by crediting the researchers and scholars through appropriate referencing and citation.
3.4 Data Analysis
The primary and secondary data collected for the study will be analysed using the thematic analysis method. Different themes will be identified, followed by identifying codes from the collected data (Clarke et al., 2015). It will facilitate the developmentof targeted responses for addressing the research questions.
3.5 Difficulties Expected in Research
Difficulties can be experienced while conducting the study in collecting data due to the concurrence of time and availability of the students and research. Another challenge will be the effective storing of the collected data so that it is not misplaced or misused. Students may be reluctant to participate if they have to provide sensitive information about their mental or emotional health. Social isolation measures and restricted access to university campuses may also make conducting interviews and focus groups difficult. There's also the possibility of researcher bias, in which the researchers bring their ideas and preconceptions about what it must have been like for college students on the Mainland to go through a lockdown and a pandemic. Researchers will use several sampling strategies, follow established ethical norms, and employ stringent data analysis procedures to overcome these challenges and provide reliable, objective results.
3.6 Research Plan
Stage Time Milestone
Preparation 2022.9 - 2022.11.25 1. Ethical approval
- Informed consent form
- Introduction
- Literature review
- Research method design
- Contact relevant research targets
- Interview Preparation
Data collection 2022.12 - 2023.1 Data collection conducted in HK
Data analysis 2023.1 - 2023.2 Data analysis
Research report draft 2023.2 - 2023.3 1. Refine the Literature review - Draft the report
- Meet with supervisor to discuss feedback and revisions
Research report finalize 2022.3 - 2022.4.28 1. Report finalized - Proofread
- Submission
Table 1: Timeline for the research study
(Source: Created by theresearcher)
CHAPTER FOUR: RESULTS AND DISCUSSION
Globally and among university students in Hong Kong, the Covid-19 pandemic has significantly influenced mental health. There has been increased psychological anguish due to the pandemic and the subsequent lockdown measures, which have disturbed daily routines, caused social isolation, and produced financial and academic uncertainties. An investigation of the mental health and emotional well-being of mainland university students in Hong Kong during the pandemic was conducted recently.
Fourteen mainland university students in Hong Kong were interviewed in semi-structured interviews for the study, which used a theme analysis method to examine the data. The volunteers, aged 18 to 25, had all lived through the pandemic and the lockdown procedures in Hong Kong. The study identified four key themes concerning the psychological discomfort the individuals felt throughout this trying time.
4.1 Comparison of Mainland Students in Hong Kong and Local Hong Kong Students
Local Hong Kong students have a more stable social network, such as family, relatives and friends. Many things in daily life are taken care of and helped by family members. On the contrary, mainland students in Hong Kong need to deal with all the things in their life on their own. Many interviewees said they didn’t know how to deal with it and no one could help them. The first recurring theme was the feeling of loneliness and seclusion. The interviewees spoke of feeling cut off from their relatives and friends, most of whom were on the Chinese Mainland. Due to the social restriction measures that limited their ability to engage with classmates and attend social functions, they also experienced feelings of loneliness. These emotions of loneliness and isolation significantly impacted their mental well-being, resulting in higher levels of anxiety and sadness. The pandemic has significantly disrupted social life and isolated many people (Cacioppo et al., 2015; Holt-Lunstad et al., 2015). The pandemic has worsened loneliness and isolation in Hong Kong, where many mainland students are separated from their families and friends. The study's participants reported feeling estranged from their families, which exacerbated feelings of vulnerability and loneliness. This separation occurred due to travel restrictions brought on by the pandemic, which prohibited individuals from visiting or receiving visits from their families.
There is a common perception that mainland students in Hong Kong are a separate and distinctive subset of the student population. Another theme in this comparison was dealing with prejudice and stigma. The interviewees said they faced prejudice and discrimination because of their ancestry in mainland China. They experienced exclusion from their Hong Kong classmates because they were thought to be virus carriers. Their mental health suffered due to the stress and worry that this discrimination-related event caused. Participants believed that being of Chinese descent left them open to bias and unjust treatment, which exacerbated their psychological discomfort.
4.2 Comparison of Students from Different Regions inMainland China
The language barrier is a major obstacle for them, it separates people, especially in off-campus life. Cantonese, the local language used in Hong Kong, is difficult for many mainland students who are accustomed to speaking Mandarin. This might make it tough for them to meet new people and develop friends at school. Mainland students who speak Cantonese and are predominantly from the Guangdong region, are significantly more successful in their daily lives. In addition, mainland students willing to learn Cantonese also showed more positive psychological status. This research found that interviewees from southern China were more willing to learn Cantonese, while interviewees from northern China generally said they had no intention of learning Cantonese. But interviewees who didn’t speak Cantonese and didn’t plan to learn it reported more helplessness, anxiety and depression, and almost no social network in their life outside of campus. Some interviewees mentioned that they were afraid to borrow supplies from neighbors during the lockdown due to language barriers, and they were also afraid to tell government workers that they needed any supplies. Importantly, the stress of daily life affects the mood of learning. Maslow's hierarchy of needs can explain this. In this case, their physiological needs, safety needs, community and belonging are not being met and can therefore lead to illness, sspecially psychiatric illness or mental health issues. At the same time, Saunders, Munro, and Bore (1998) also confirmed this result, overall satisfaction of the 5 needs were negatively correlated with depression and anxiety.
4.3 Comparison of Students Coming to Hong Kong in Different Years
The group of mainland students who came to Hong Kong in 2019 had the worst psychological state, that is, the current final year students. Covid-19 broke out a few months after they came to Hong Kong. At that time, everyone knew nothing about covid-19, so that year's mainland students in Hong Kong had more intense psychological changes than any student. At the very least, students older than them are already familiar with life in Hong Kong and are better equipped to deal with even the same initial outbreak of Covid-19. Moreover, students who come to Hong Kong after 2020 are not faced with such challenges, because everyone has taken universal measures to cope with covid-19. On the contrary, students who came to Hong Kong in 2022 are the happiest. Because of the outbreak of covid-19 in mainland China at the end of 2022, many cities have experienced a long lockdown. At that time, the students who came to Hong Kong just avoided these difficulties, and their welfare was even greater than that of the students in mainland China.Therefore, the students who came to Hong Kong in 2019 are the most difficult. They spoke of more anxiety and worry. The pandemic has disrupted their learning and left them uncertain about their future, so they are also worried about how it will affect their academic performance. Their mental health is affected by constant worry and anxiety, leading to stress and emotional drain.
4.4 Comparison of Mainland Students in Hong Kong and Mainland Students in Mainland China
Some of these interviewees frequently communicate with friends in mainland China, and compare the differences of social policy between Hong Kong and the mainland China during their communication, which exacerbates the sense of helplessness and anxiety. Although the mainland China and Hong Kong both advocate dynamic zero policy, policy tools in mainland China are particularly strict. For most of the past three years, there have been few Covid-19 cases in mainland China, so there has been little noticeable change in the psychological status of students in mainland China. In addition, universities in mainland China have taken the form of lockdown in the face of the Covid-19 outbreak. All students are forced to stay in the dormitory and the university will take care of all their living needs. As a result, they seldom leave the dormitory, so their unhappiness stems from lack of freedom. However, mainland students in Hong Kong need to solve almost everything on their own, including renting, transportation and buying food. In particular, HKBU CIE doesn’t provide any dormitory, and all mainland students from HKBU CIE have to face the problem of renting. The difference in overall social policies exacerbates the sense of helplessness and anxiety felt by mainland students in Hong Kong. In addition, almost all interviewees argue that there are not enough policies to support mainland students in Hong Kong, regardless of psychological or other assistance. This explains why mainland students in Hong Kong feel more helplessness and anxiety.
CONCLUSION
This qualitative study aimed to investigate the psychological discomfort these pupils felt as a result of the pandemic and lockdown. This study uses four perspectives of comparison to discuss the topic: comparison of mainland students in Hong Kong and local Hong Kong Students, comparison of students from different regions in mainland China, comparison of students coming to Hong Kong in different years, and comparison of mainland students in Hong Kong and mainland students in Mainland China.
For the participants in this study, feeling alone and isolated was a serious difficulty. They had greater emotions of loneliness due to the social isolation measures that limited social connections with classmates and family members, which affected their emotional well-being. The results of this study demonstrate how crucial social relationships are for fostering mental health and well-being.
Throughout the pandemic, the participants also felt great fear and worry. Stress and emotional tiredness rose as a result of the pandemic's unpredictability and its effects on their academic and professional futures. The results of this study highlight the necessity for colleges to offer specialised assistance to students suffering from concern and anxiety due to the pandemic.
For the participants in this study, boredom and dissatisfaction were also important challenges. The participants talked of being bored and irritated due to the closure of colleges and limitations on outdoor activities, which resulted in a lack of purpose and diminished motivation. The results of this study demonstrate the necessity for colleges to offer students support through lockdown procedures and interesting online activities.
As international students from mainland China, the participants also mentioned that they had faced stigma and prejudice. Stigma and prejudice further exacerbated their difficulties during the pandemic and lockdown. The study's findings demonstrate the need for colleges to address prejudice towards international students and to offer assistance to those who encounter it.
The results highlight the necessity for focused treatments in mental health care to handle the particular problems this community faces. The results of this research have several ramifications for academic institutions and mental health specialists. Universities should offer specialised assistance to students who are in difficulty psychologically as a result of the pandemic and lockdown procedures. Peer support groups, internet activities, and counseling services are examples of this help. The stigma and prejudice towards overseas students should be addressed, and universities should offer a secure and encouraging atmosphere for all students.
The particular difficulties encountered by mainland university students in Hong Kong during the pandemic and lockdown measures should be known to mental health experts. They should help these kids in a culturally sensitive, contextually appropriate way and be attentive to their experiences of isolation, loneliness, concern, boredom, frustration, stigma, and prejudice.
Several restrictions on this study must be recognised. First, the sample size was small; thus, not all mainland university students in Hong Kong might be included in the findings. Second, the study's qualitative methodology makes inferring causes or extrapolating results to wider groups difficult. The survey was done over a certain period; therefore, the results might not accurately represent what mainland university students are now experiencing in Hong Kong.
There are a few limitations to this study that must be recognised. First, the sample size was small; thus, not all mainland university students in Hong Kong might be included in the findings. Second, the study's qualitative methodology makes inferring causes or extrapolating results to wider groups difficult. The survey was done over a certain period; therefore, the results might not accurately represent what mainland university students are now experiencing in Hong Kong.
As this study emphasizes, the Covid-19 pandemic and the accompanying lockdown measures had a major negative influence on mainland university students in Hong Kong's mental and emotional health. The results of this study highlight the need for universities to offer specific assistance to students experiencing psychological distress, deal with prejudice and stigma, and encourage social involvement and relationships during times of crisis.