From Home to School During COVID-19: Between- and Within-Person Dynamics of Learning Engagement and Psychological Distress Among Chinese Secondary Students

• In Event: Academic Outcomes Shaped by Home and School Experiences

Abstract

The COVID-19 pandemic disrupted education, yet the dynamic relationships between student learning engagement and mental health remain unclear. This study examined the longitudinal links between learning engagement and psychological distress (depression, anxiety, stress) among Chinese secondary school students across shifting learning contexts. We analyzed three waves of self-report survey data from 1,373 students from Beijing (Mage = 14.68, SD = 1.57) using Random Intercept Cross-lagged Panel Modeling. Results indicated higher depression during remote learning significantly predicted declining learning engagement after returning to school. Notably, the detrimental effects of depression on engagement were significant only for female students, who also exhibited more stable depression symptoms. Findings highlight the importance of mental health interventions and context-based academic support during public health crises.

Authors

• NA FU, Beijing Normal University

• Xiaochen Xie, The University of North Carolina at Greensboro