Distance Education Students' Mental Health, Connectedness and Academic Performance during COVID-19: A Mixed-Methods Study

Autor/inn/en	Di Malta, Gina; Bond, Julian; Conroy, Dominic; Smith, Katy; Moller, Naomi
Titel	Distance Education Students' Mental Health, Connectedness and Academic Performance during COVID-19: A Mixed-Methods Study
Quelle	In: Distance Education, 43 (2022) 1, S.97-118 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Di Malta, Gina) ORCID (Conroy, Dominic) ORCID (Moller, Naomi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0158-7919
DOI	10.1080/01587919.2022.2029352
Schlagwörter	Distance Education; Mental Health; Academic Achievement; COVID-19; Pandemics; Foreign Countries; Psychological Patterns; Sense of Community; Anxiety; College Students; Virtual Universities; United Kingdom + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Psychohygiene; Schulleistung; Ausland; Angst; Collegestudent; Großbritannien
Abstract	In this study, we investigated the links between distance education students' mental health, connectedness, and academic performance during COVID-19, using a mixed-methods sequential explanatory design. Online survey responses with a sample of 208 distance education students--aged 18-84, 144 females, 60 males, three nonbinary individuals, most (163) self-identified as White British--were analyzed using multiple regression, mediation, and content analysis. Connectedness (loneliness and a sense of connection to university) mediated links between mental health (wellbeing and anxiety) and academic performance. A subsample analysis with students who met clinical concern thresholds of anxiety and wellbeing (n = 123) revealed that poorer wellbeing was associated with less emotional intimacy, more loneliness, and poorer self-reported academic performance. Anxiety was associated with less emotional intimacy and higher relational intensity with one person, and poorer self-reported academic performance. These pathways were triangulated and contextualized within students' experiences of connectedness. Future research using a longitudinal design is needed to establish causal links. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01