The first intelligent COVID-19 lockdown resulted in radical changes within the tertiary educational system within the Netherlands. These changes posed new challenges for university students and many social welfare agencies have warned that it could have adverse effects on the social wellbeing (SWB) of university students. Students may lack the necessary social study-related resources (peer- and lecturer support) (SSR) necessary to aid them in coping with the new demands that the lockdown may bring. As such, the present study aimed to investigate the trajectory patterns, rate of change and longitudinal associations between SSR and SWB of 175 Dutch students before and during the COVID-19 lockdown. A piecewise latent growth modelling approach was employed to sample students’ experiences over three months. Participants to complete a battery of psychometric assessments for five weeks before the COVID-19 lockdown was implemented, followed by two directly after and a month follow-up. The results were paradoxical and contradicting to initial expectations. Where SSR showed a linear rate of decline before- and significant growth trajectory during the lockdown, SWB remained moderate and stable. Further, initial levels and growth trajectories between SSR and SWB were only associated before the lockdown.

第一次智能 COVID-19 锁定导致荷兰高等教育系统发生了根本性变化。这些变化给大学生带来了新的挑战，许多社会福利机构警告说，这可能会对大学生的社会福祉（SWB）产生不利影响。学生可能缺乏必要的社会学习相关资源（同伴和讲师支持）（SSR）来帮助他们应对封锁可能带来的新需求。因此，本研究旨在调查 175 名荷兰学生在 COVID-19 锁定之前和期间的 SSR 和 SWB 之间的轨迹模式、变化率和纵向关联。采用分段潜在增长建模方法对学生三个月的经历进行抽样。参与者在实施 COVID-19 锁定前五周内完成一系列心理测量评估，然后是两个直接之后和一个月的后续行动。结果自相矛盾，与最初的预期相矛盾。在 SSR 在锁定之前和显着增长轨迹之前呈现线性下降的情况下，SWB 保持温和和稳定。此外，SSR 和 SWB 之间的初始水平和增长轨迹仅在锁定之前相关联。