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Engagement in learning during times of crisis.

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Title: Engagement in learning during times of crisis.
Authors: Dubovi, Ilana (AUTHOR), Umansky, Hannah (AUTHOR), Gutentag, Tony (AUTHOR)
Source: Studies in Higher Education. Jul2026, Vol. 51 Issue 7, p1389-1402. 14p.
Subjects: Post-traumatic stress disorder, Boredom, Health occupations students, War trauma, Instructional systems design, Student engagement, Crises, Online education
Abstract: Learning engagement is crucial for educational success, but is often negatively impacted during crises. War-induced trauma, leading to post-traumatic stress disorder (PTSD) symptoms, may reduce emotional, cognitive, and behavioral engagement in learning. Understanding the mechanisms underlying this relationship is critical for supporting student learning in crisis settings. This study examines the association between war-induced PTSD symptom endorsement and learning engagement among health profession students. It also explores boredom as a mediator of this relationship. The study included 196 health profession students (Mage = 25.94, SDage = 5.34; 84.2% females) surveyed approximately six months after the onset of a war. Participants completed a cross-sectional survey assessing PTSD symptom endorsement, learning engagement (i.e. emotional, cognitive, and behavioral), and boredom. Regression and path analysis were conducted to examine direct and mediated associations. Approximately half (52.6%) of the students reported PTSD symptom endorsement exceeding the diagnostic threshold. PTSD symptom endorsement was negatively associated with all dimensions of learning engagement and positively associated with boredom. Boredom mediated the relationship between PTSD symptom endorsement and engagement, explaining additional variance in reduced engagement. Face-to-face learning was associated with fewer PTSD symptom endorsement compared to online (e.g. Zoom) formats, but learning format was not directly associated with engagement. War-induced PTSD symptom endorsement predicted reduced learning engagement, primarily via boredom. Addressing boredom through instructional design by fostering real-time social interactions may support learning engagement at times of crisis. Future research should assess the generalizability and possible causal effects of these findings. [ABSTRACT FROM AUTHOR]
Copyright of Studies in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Engagement in learning during times of crisis.
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  Data: <searchLink fieldCode="AR" term="%22Dubovi%2C+Ilana%22">Dubovi, Ilana</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Umansky%2C+Hannah%22">Umansky, Hannah</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Gutentag%2C+Tony%22">Gutentag, Tony</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Studies+in+Higher+Education%22">Studies in Higher Education</searchLink>. Jul2026, Vol. 51 Issue 7, p1389-1402. 14p.
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  Data: <searchLink fieldCode="DE" term="%22Post-traumatic+stress+disorder%22">Post-traumatic stress disorder</searchLink><br /><searchLink fieldCode="DE" term="%22Boredom%22">Boredom</searchLink><br /><searchLink fieldCode="DE" term="%22Health+occupations+students%22">Health occupations students</searchLink><br /><searchLink fieldCode="DE" term="%22War+trauma%22">War trauma</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+systems+design%22">Instructional systems design</searchLink><br /><searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Crises%22">Crises</searchLink><br /><searchLink fieldCode="DE" term="%22Online+education%22">Online education</searchLink>
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  Label: Abstract
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  Data: Learning engagement is crucial for educational success, but is often negatively impacted during crises. War-induced trauma, leading to post-traumatic stress disorder (PTSD) symptoms, may reduce emotional, cognitive, and behavioral engagement in learning. Understanding the mechanisms underlying this relationship is critical for supporting student learning in crisis settings. This study examines the association between war-induced PTSD symptom endorsement and learning engagement among health profession students. It also explores boredom as a mediator of this relationship. The study included 196 health profession students (Mage = 25.94, SDage = 5.34; 84.2% females) surveyed approximately six months after the onset of a war. Participants completed a cross-sectional survey assessing PTSD symptom endorsement, learning engagement (i.e. emotional, cognitive, and behavioral), and boredom. Regression and path analysis were conducted to examine direct and mediated associations. Approximately half (52.6%) of the students reported PTSD symptom endorsement exceeding the diagnostic threshold. PTSD symptom endorsement was negatively associated with all dimensions of learning engagement and positively associated with boredom. Boredom mediated the relationship between PTSD symptom endorsement and engagement, explaining additional variance in reduced engagement. Face-to-face learning was associated with fewer PTSD symptom endorsement compared to online (e.g. Zoom) formats, but learning format was not directly associated with engagement. War-induced PTSD symptom endorsement predicted reduced learning engagement, primarily via boredom. Addressing boredom through instructional design by fostering real-time social interactions may support learning engagement at times of crisis. Future research should assess the generalizability and possible causal effects of these findings. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Studies in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
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    Identifiers:
      – Type: doi
        Value: 10.1080/03075079.2025.2512933
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      – Code: eng
        Text: English
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        Type: general
      – SubjectFull: Boredom
        Type: general
      – SubjectFull: Health occupations students
        Type: general
      – SubjectFull: War trauma
        Type: general
      – SubjectFull: Instructional systems design
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      – SubjectFull: Student engagement
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      – SubjectFull: Crises
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      – SubjectFull: Online education
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      – TitleFull: Engagement in learning during times of crisis.
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            NameFull: Dubovi, Ilana
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            NameFull: Umansky, Hannah
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            – D: 01
              M: 07
              Text: Jul2026
              Type: published
              Y: 2026
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