Affect and Stress as Mediators in the Relation between Learning Modality and Engagement
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| Title: | Affect and Stress as Mediators in the Relation between Learning Modality and Engagement |
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| Language: | English |
| Authors: | Christina L. Scanlon (ORCID |
| Source: | School Psychology. 2026 41(3):340-351. |
| Availability: | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2026 |
| Sponsoring Agency: | National Science Foundation (NSF) Institute of Education Sciences (ED) |
| Contract Number: | 1920766 1561382 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 7 Junior High Schools Middle Schools Secondary Education Grade 8 Grade 9 High Schools |
| Descriptors: | Learner Engagement, In Person Learning, Distance Education, COVID-19, Pandemics, Adolescents, Anxiety, Electronic Learning, Grade 7, Grade 8, Grade 9, Psychological Patterns, Cognitive Processes, Social Behavior, Student Attitudes, Affective Behavior, Student Behavior |
| DOI: | 10.1037/spq0000718 |
| ISSN: | 2578-4218 2578-4226 |
| Abstract: | During the 2020-2021 school year, U.S. students alternated between in-person and remote learning due to the COVID-19pandemic. This study investigates whether differences in students' engagement across learning modalities were mediated by positive affect, negative affect, and stress. Using data from 639 adolescents (Grades 7-12) collected via a multiburst daily-diary design (30 days in total), multilevel mediation models were used to examine within-person differences in behavioral, cognitive, emotional, and social engagement. Students reported lower engagement and positive affect on days they attended remote versus in-person learning. Results pertaining to negative affect and stress were nonsignificant. Positive affect partially mediated the association between learning modality and all engagement dimensions. Results suggest that the decrease in engagement associated with remote learning is driven by reduced positive emotional experiences. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2026 |
| Accession Number: | EJ1507424 |
| Database: | ERIC |
| Abstract: | During the 2020-2021 school year, U.S. students alternated between in-person and remote learning due to the COVID-19pandemic. This study investigates whether differences in students' engagement across learning modalities were mediated by positive affect, negative affect, and stress. Using data from 639 adolescents (Grades 7-12) collected via a multiburst daily-diary design (30 days in total), multilevel mediation models were used to examine within-person differences in behavioral, cognitive, emotional, and social engagement. Students reported lower engagement and positive affect on days they attended remote versus in-person learning. Results pertaining to negative affect and stress were nonsignificant. Positive affect partially mediated the association between learning modality and all engagement dimensions. Results suggest that the decrease in engagement associated with remote learning is driven by reduced positive emotional experiences. |
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| ISSN: | 2578-4218 2578-4226 |
| DOI: | 10.1037/spq0000718 |
