Abstract
Distant or online learning on digital platforms has become the norm in education worldwide, putting students under immense mental strain. The present study examined the association between psychological distress and coping strategies among students engaged in online learning. This study used a cross-sectional design. A structured questionnaire was sent to each of the 210 university students at two prestigious public and private universities in Bangladesh through email. Data was collected from March 26 to April 27, 2021. Severe psychological distress was found in 55.2 percent of the population. Younger age groups, public university students, students with no self-income, moderate aid from the university in providing resources from home, and students with existing mental health illnesses were significantly associated with psychological distress (p-value<0.05). Among all 14 items of Brief COPE, active coping, using emotional support, and self-blame significantly influenced the psychological distress instrument Kessler-10 (p-value<0.01). Given the perspective of this study, coping strategies alleviate stress and facilitate positive psychological outcomes. Students' mental health is a prioritized issue that needs more attention. Because of its higher prevalence and adverse consequences, institution authorities should support each student by providing study materials, student loans, and scholarships. Routine screening will allow identifying students going through a difficult time who can get help from experts through counseling.