Online learning performance and engagement during the COVID-19 pandemic: Application of the dual-continua model of mental health

Abstract

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.

Dual-factor Models of Mental Health: A Systematic Review of Empirical Evidence

“…(e.g., Kim et al, 2022), and the Vulnerable group shows results closer to the Troubled group, namely in terms of students engagement (e.g., Antaramian et al, 2010), GPA (e.g., Dileo et al, 2022) or online learning indicators (e.g., Kim et al, 2022). This evidence proposes that positive well-being together with the absence of psychopathology is particularly positively linked with academic performance and success (Antaramian, 2015).…”

“…To classify people, most of them (f = 45; e.g., DiLeo et al, 2022) applied a cut score approach (which means that they used the participants' scores on the well-being and/or psychopathology dimensions to group them into high vs. low), 21 used latent analyses (i.e., profile, class, or transition analyses) (e.g., Clark & Malecki, 2022), one applied discriminant function analyses (i.e., Greenspoon & Saklofske, 2001), three adopted a hierarchical clusters method (e.g., de la Iglesia et al, 2019), one compared the cut score approach with a latent profile analysis (i.e., Thayer et al, 2021), and one was unclear regarding the classification type (i.e. Kim et al, 2022).…”

“…In terms of school-related outcomes, most evidence suggests that the positive/complete mental health group reveals the highest levels of these outcomes (e.g., academic engagement, GPA, academic selfperceptions; e.g., Antaramian, 2015;Antaramian et al, 2010;Arslan & Allen, 2022;Moore et al 2019b;Kim et al, 2022;Renshaw & Cohen, 2014;Smith et al, 2020), and the Troubled group (or similar profiles with different designations) showing the worst results (e.g., Dileo et al, 2022;King et al, 2021;Moffa et al, 2016;Moore et al, 2019b;O'Connor et al, 2018;Petersen et al, 2020;Rose et al, 2017). Other authors found that the Symptomatic but Content group (high level of symptoms and subjective well-being) revealed the lowest GPA (Marasca et al, 2021) and lower perceived school pressure (Abreu et al, 2023) or that Vulnerable students tend to experience faster declines in GPA (Dileo et al, 2022).…”