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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
Language: English
Authors: Christina L. Scanlon (ORCID 0000-0002-7995-9518), Young Ri Lee, Ming-Te Wang
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
FullText Text:
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IllustrationInfo
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  Data: Affect and Stress as Mediators in the Relation between Learning Modality and Engagement
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  Data: English
– Name: Author
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  Data: <searchLink fieldCode="AR" term="%22Christina+L%2E+Scanlon%22">Christina L. Scanlon</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7995-9518">0000-0002-7995-9518</externalLink>)<br /><searchLink fieldCode="AR" term="%22Young+Ri+Lee%22">Young Ri Lee</searchLink><br /><searchLink fieldCode="AR" term="%22Ming-Te+Wang%22">Ming-Te Wang</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22School+Psychology%22"><i>School Psychology</i></searchLink>. 2026 41(3):340-351.
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  Data: 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
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  Label: Peer Reviewed
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  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 12
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2026
– Name: SourceSuprt
  Label: Sponsoring Agency
  Group: SrcSuprt
  Data: National Science Foundation (NSF)<br />Institute of Education Sciences (ED)
– Name: NumberContract
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  Data: 1920766<br />1561382
– Name: TypeDocument
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+7%22">Grade 7</searchLink><br /><searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+8%22">Grade 8</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+9%22">Grade 9</searchLink><br /><searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22In+Person+Learning%22">In Person Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Distance+Education%22">Distance Education</searchLink><br /><searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink><br /><searchLink fieldCode="DE" term="%22Adolescents%22">Adolescents</searchLink><br /><searchLink fieldCode="DE" term="%22Anxiety%22">Anxiety</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+7%22">Grade 7</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+8%22">Grade 8</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+9%22">Grade 9</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+Patterns%22">Psychological Patterns</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Processes%22">Cognitive Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Behavior%22">Social Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Affective+Behavior%22">Affective Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Behavior%22">Student Behavior</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1037/spq0000718
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2578-4218<br />2578-4226
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: CodeSource
  Label: IES Funded
  Group: SrcInfo
  Data: Yes
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  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1507424
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1507424
RecordInfo BibRecord:
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    Identifiers:
      – Type: doi
        Value: 10.1037/spq0000718
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 12
        StartPage: 340
    Subjects:
      – SubjectFull: Learner Engagement
        Type: general
      – SubjectFull: In Person Learning
        Type: general
      – SubjectFull: Distance Education
        Type: general
      – SubjectFull: COVID-19
        Type: general
      – SubjectFull: Pandemics
        Type: general
      – SubjectFull: Adolescents
        Type: general
      – SubjectFull: Anxiety
        Type: general
      – SubjectFull: Electronic Learning
        Type: general
      – SubjectFull: Grade 7
        Type: general
      – SubjectFull: Grade 8
        Type: general
      – SubjectFull: Grade 9
        Type: general
      – SubjectFull: Psychological Patterns
        Type: general
      – SubjectFull: Cognitive Processes
        Type: general
      – SubjectFull: Social Behavior
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Affective Behavior
        Type: general
      – SubjectFull: Student Behavior
        Type: general
    Titles:
      – TitleFull: Affect and Stress as Mediators in the Relation between Learning Modality and Engagement
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            NameFull: Christina L. Scanlon
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            NameFull: Young Ri Lee
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            NameFull: Ming-Te Wang
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              Type: published
              Y: 2026
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              Value: 2578-4226
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              Value: 41
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            – TitleFull: School Psychology
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