Exploring Meta-Cognitive Resilience and Psycho-Social Well-Being Among Bangladeshi University Students During COVID-19: A Mixed-Methods Primary Study of Adaptive Cognitive Strategies

Introduction

The COVID-19 pandemic disrupted the academic and social lives of university students, leading to heightened stress, anxiety, and isolation. This study investigates the meta-cognitive resilience of Bangladeshi university students and its role in promoting psycho-social well-being during this crisis. Strategies such as reflective writing, adaptive thinking, and mindfulness were analyzed for their effectiveness in helping students cope. A mixed-methods approach was employed, incorporating quantitative surveys (n=450) and qualitative in-depth interviews (n=50) with a stratified random sample to explore adaptive mechanisms and the influence of cultural and systemic factors.

Methods

A stratified random sampling strategy was used to ensure proportional representation across public and private universities, with a total sample size of 500 students. Quantitative data was collected via structured online surveys using validated Likert-scale measures to assess anxiety, stress, and resilience. Qualitative data was gathered through purposive and snowball sampling to identify participants for semi-structured interviews, providing deeper insights into lived experiences. Data were analyzed using SPSS and R software for statistical measures (ANOVA, regression, O.R, CI) and NVivo for thematic analysis. Ethical approval was granted by the School Research Ethics Panel (SREP), Anglia Ruskin University, Cambridge, UK.

Results and Discussion

Findings revealed that 82% of students experienced moderate to severe anxiety (mean = 4.2, SD = 0.8), and 69% reported emotional isolation. Reflective writing increased effective coping likelihood (OR = 3.8, 95% CI: 2.7–5.2, p < 0.001), and adaptive thinking positively correlated with resilience (R² = 0.31, p < 0.05). Cultural and familial support emerged as key resilience factors, though rural students faced barriers due to the digital divide.

Conclusion

This study highlights the importance of meta-cognitive strategies in enhancing resilience and managing psycho-social well-being during crises. Recommendations include integrating resilience-building practices into curricula and addressing systemic inequities like the digital divide to support students’ mental health during future disruptions.