In the midst of a semester the COVID-19 pandemic forced many universities to abruptly reorganize courses from being taught on campus to completely being imparted online. Therefore, the present study seeks to explore how students perceived the impact of COVID-19 on psychological well-being, stress, and satisfaction with their studies in a Swedish university. Participants were 560 university students in West Sweden attending courses during the spring semester of 2020.

The study is part of a larger study involving eight different countries, including Sweden, with the objective to examine the impact of COVID-19 on university student’s well-being. Although this abstract only cover a small part of the collected data, the Swedish participants. The same questionnaire was sent to all fellow countries. In June 2020, 14571 students at a Swedish university received an e-mail including information about the study, an invitation to participate, and a link to the questionnaire. In total, 560 students chose to take part in the study. They were women (318) and men (242), mean age 29. 24 years (18-78) attending courses at undergraduate - (87.60%) and graduate levels. Most participants studied fulltime (87.60%), resided at home(71.60%) and stated they were following Governments recommendations about protection from COVID-19 (79.33%). The questionnaire was written in English, was administered with Qualtrics XM software, and took approximately 20 minutes to complete. The questionnaire included measures of Concerns about COVID-19, Perceived Stress, Well-being, Satisfaction with university information, University Support for Online Learning, having Sufficient Technical Requirements, Social Identification, and Satisfaction with studies. Cronbach’s alfa for the different scales ranged from .70 to .93. Spearman correlation analysis showed that satisfaction with studies was significantly related to all other measures. High concerns about Corona (-.096), low University support for Online Learning (-.638), low Satisfaction with University Information (-.549), low Social Identification (-.469), low Well-Being (-.494), High Stress (-.349), and insufficient Technical Preconditions (-.275) affected satisfaction with studies negatively. Mean comparisons with t-test showed significant differences between males and females. Males reported higher satisfaction with studies but significantly lower well-being, less satisfaction with university support for online learning and university information. The differences between males and females, although statistically significant, mean differences were small to moderate (.023-.044).It is concluded that University contributions to the change from campus- to online studies are significant factors affecting student’s well-being and satisfaction with studies. Furthermore, the role of Social Identification in students Well-being and Satisfaction with studies should be further investigated. The planes for the future is to write a comparative study in the European project.