Search
Browse By Day
Browse By Time
Browse By Person
Browse By Room
Browse By Unit
Browse By Session Type
Browse Sessions by Descriptor
Browse Papers by Descriptor
Browse Sessions by Research Method
Browse Papers by Research Method
Search Tips
Annual Meeting Housing and Travel
Personal Schedule
Change Preferences / Time Zone
Sign In
X (Twitter)
The COVID-19 pandemic presents a highly salient source of pressure for students. It is critical to understand whether and how COVID-19 anxiety harms learning and engagement, and if so, how we may mitigate any deleterious effects. We examined 179 undergraduates’ learning from a brief neuroscience video lesson. Students reported COVID-19 anxieties, then were randomly assigned to receive positive reappraisal (PR), cognitive reattribution (CR), or no emotion regulation instructions. Congruent with literatures on anxiety and performance, COVID-19 anxieties hindered students’ learning by increasing mind wandering during learning. Effects of PR and CR were less clear, though data suggest that only lower-anxious students improved in performance after emotion regulation instruction. Next steps include analyzing long-term effects of COVID-19 anxiety on students’ GPAs.