Studying Under Stress: The Effect of COVID-19 Psychological Distress on Academic Experiences of Postsecondary Students

• In Event: AERA Roundtable Session 11
  In Roundtable Session: The Role of Student Well-Being and Emotions in Learning

Abstract

The COVID-19 pandemic introduced disruptions in the learning environment for many post-secondary students with many shifting entirely to remote online learning. While emerging evidence suggest mental health has declined during the pandemic, little is known about how the pandemic has affected students academically. This study investigates how COVID-19 psychological distress impacts academic performance among a Canadian sample of post-secondary students (n=496). Findings from path analyses found that greater levels of COVID-19 psychological distress predicted lower self-reported GPA through increasing specific types of academic challenges. Among the different types of academic challenges that were assessed, metacognitive, motivational, and social and emotional challenges emerged as the most salient challenge areas that fully mediated the relationship between COVID-19 distress and GPA.

Authors

• Paweena Sukhawathanakul, University of Victoria

• Allyson F. Hadwin, University of Victoria

• Ramin Rostampour, University of Victoria

• Michelle Bahena, University of Victoria

• KATE ALICE JACLYN SHOSTAK, University of Victoria