Online learning performance and engagement during the COVID-19 pandemic: Application of the dual-continua model of mental health
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-Co...
| Main Authors: | , , , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Frontiers Media S.A.
2022-07-01
|
| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2022.932777/full |
| _version_ | 1818512247664672768 |
|---|---|
| author | Jinwon Kim Kibum Moon Jiye Lee Yaewon Jeong Seungjin Lee Young-gun Ko |
| author_facet | Jinwon Kim Kibum Moon Jiye Lee Yaewon Jeong Seungjin Lee Young-gun Ko |
| author_sort | Jinwon Kim |
| collection | DOAJ |
| description | 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. |
| first_indexed | 2024-12-10T23:44:11Z |
| format | Article |
| id | doaj.art-8bbe3622b5b44494a3c649b1e79761b1 |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-12-10T23:44:11Z |
| publishDate | 2022-07-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-8bbe3622b5b44494a3c649b1e79761b12022-12-22T01:28:57ZengFrontiers Media S.A.Frontiers in Psychology1664-10782022-07-011310.3389/fpsyg.2022.932777932777Online learning performance and engagement during the COVID-19 pandemic: Application of the dual-continua model of mental healthJinwon Kim0Kibum Moon1Jiye Lee2Yaewon Jeong3Seungjin Lee4Young-gun Ko5Office of Digital Information, Korea University, Seoul, South KoreaOffice of Digital Information, Korea University, Seoul, South KoreaSchool of Psychology, Korea University, Seoul, South KoreaSchool of Psychology, Korea University, Seoul, South KoreaSchool of Psychology, Korea University, Seoul, South KoreaSchool of Psychology, Korea University, Seoul, South KoreaThe 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.https://www.frontiersin.org/articles/10.3389/fpsyg.2022.932777/fulldual-continua modelmental well-beingmental disorderonline learninglearning management systemstudent engagement |
| spellingShingle | Jinwon Kim Kibum Moon Jiye Lee Yaewon Jeong Seungjin Lee Young-gun Ko Online learning performance and engagement during the COVID-19 pandemic: Application of the dual-continua model of mental health Frontiers in Psychology dual-continua model mental well-being mental disorder online learning learning management system student engagement |
| title | Online learning performance and engagement during the COVID-19 pandemic: Application of the dual-continua model of mental health |
| title_full | Online learning performance and engagement during the COVID-19 pandemic: Application of the dual-continua model of mental health |
| title_fullStr | Online learning performance and engagement during the COVID-19 pandemic: Application of the dual-continua model of mental health |
| title_full_unstemmed | Online learning performance and engagement during the COVID-19 pandemic: Application of the dual-continua model of mental health |
| title_short | Online learning performance and engagement during the COVID-19 pandemic: Application of the dual-continua model of mental health |
| title_sort | online learning performance and engagement during the covid 19 pandemic application of the dual continua model of mental health |
| topic | dual-continua model mental well-being mental disorder online learning learning management system student engagement |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2022.932777/full |
| work_keys_str_mv | AT jinwonkim onlinelearningperformanceandengagementduringthecovid19pandemicapplicationofthedualcontinuamodelofmentalhealth AT kibummoon onlinelearningperformanceandengagementduringthecovid19pandemicapplicationofthedualcontinuamodelofmentalhealth AT jiyelee onlinelearningperformanceandengagementduringthecovid19pandemicapplicationofthedualcontinuamodelofmentalhealth AT yaewonjeong onlinelearningperformanceandengagementduringthecovid19pandemicapplicationofthedualcontinuamodelofmentalhealth AT seungjinlee onlinelearningperformanceandengagementduringthecovid19pandemicapplicationofthedualcontinuamodelofmentalhealth AT younggunko onlinelearningperformanceandengagementduringthecovid19pandemicapplicationofthedualcontinuamodelofmentalhealth |