Online learning performance and engagement during the COVID-19 pandemic: Application of the dual-continua model of mental health

• Published in: Frontiers in psychology 2022-07, Vol.13, p.932777-932777
• Main Authors: Kim, Jinwon, Moon, Kibum, Lee, Jiye, Jeong, Yaewon, Lee, Seungjin, Ko, Young-gun
• Format: Article
• Language: English
• Subjects: dual-continua model; learning management system; mental disorder; mental well-being; online learning; Psychology; student engagement
• ISSN: 1664-1078; 1664-1078
• DOI: 10.3389/fpsyg.2022.932777

The COVID-19 pandemic has led to an abrupt transition from face-to-face learning to online learning, which has also affected the mental health of college students. In this study, we examined the relationship between students’ adjustment to online learning and their mental health by using the Dual-Continua Model. The model assumes that mental disorder and mental well-being are related yet distinct factors of mental health. For this purpose, 2,933 college students completed an online survey around the beginning of the Fall semester of 2020 ( N = 1,724) and the Spring semester of 2021 ( N = 1,209). We assessed participants’ mental well-being, mental disorders, and academic distress by means of the online survey. In addition, we incorporated grades and log data accumulated in the Learning Management System (LMS) as objective learning indicators of academic achievement and engagement in online learning. Results revealed that two dimensions of mental health (i.e., mental well-being and mental disorder) were independently associated with all objective and subjective online learning indicators. Specifically, languishing (i.e., low levels of mental well-being) was negatively associated with student engagement derived from LMS log data and academic achievement and was positively associated with self-reported academic distress even after we controlled for the effects of mental disorder. In addition, mental disorder was negatively related to student engagement and academic achievement and was positively related to academic distress even after we controlled for the effects of mental well-being. These results remained notable even when we controlled for the effects of sociodemographic variables. Our findings imply that applying the Dual-Continua Model contributes to a better understanding of the relationship between college students’ mental health and their adaptation to online learning. We suggest that it is imperative to implement university-wide interventions that promote mental well-being and alleviate psychological symptoms for students’ successful adjustment to online learning.