Author:
Kim Jinwon,Moon Kibum,Lee Jiye,Jeong Yaewon,Lee Seungjin,Ko Young-gun
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.
Reference81 articles.
1. Innovation for better teaching and learning: adopting the learning management system.;Alias;Malaysian online J. Instr. Technol.,2005
2. Assessing psychological symptoms and well-being: application of a dual-factor mental health model to understand college student performance.;Antaramian;J. Psychoeduc. Assess.,2015
3. Student engagement and its relationship with early high school dropout.;Archambault;J. Adolesc.,2009
4. A validation study of mental health two-factor model: in a sexual minority population.;Baek;Korean J. Woman Psychol.,2019
5. The influence of motivation and adaptation on students’ subjective well-being, meaning in life and academic performance.;Bailey;High. Educ. Res. Dev.,2016
Cited by
3 articles.
订阅此论文施引文献
订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献