Adolescents' daily sense of school connectedness and academic engagement: Intensive longitudinal mediation study of student differences by remote,hybrid, and in-person learning modality |
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| Institution: | 1. University of Pittsburgh, Learning Research and Development Center, Pittsburgh, PA, USA;1. Institute for Positive Psychology and Education, Australian Catholic University, L9, 33 Berry Street, North Sydney, 2060, Australia;2. Department of Psychology, University of Essex, Colchester, United Kingdom;3. Department of Psychology, Ludwig-Maximilian University Munich, Munich, Germany;1. Department of Psychology, Faculty of Social Sciences, University of Macau, Macao, China;2. Faculty of Education, University of Macau, Macao, China;3. School of Teacher Education, Nanjing Xiaozhuang University, Nanjing, China;4. Centre for Cognitive and Brain Sciences, University of Macau, Macao, China;1. Psychological Sciences Research Institute, Université catholique de Louvain, Belgium;2. Department of Online Learning and Instruction, Faculty of Educational Sciences, Open University, the Netherlands;3. Institute of Cognitive Science and Assessment (COSA), Department of Behavioural and Cognitive Sciences (DBCS), Faculty of Humanities, Education and Social Sciences (FHSE), University of Luxembourg, Luxembourg |
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| Abstract: | In spring 2020, the COVID-19 pandemic thrust nearly 56 million students in the United States into remote education. By fall 2020, states' and school districts' differing public health measures resulted in the adoption of varying COVID-adapted learning modalities (i.e., in-person, remote, and hybrid). Using daily diary data with a nationally representative sample (N = 517, Mage = 14.65 years), we investigated whether adolescents' academic engagement and connectedness to their teachers and classmates differed by COVID-adapted learning modalities. We also assessed whether adolescent connectedness mediated the link between learning modality and academic engagement. Results revealed that academic engagement and connectedness to teachers and classmates were higher for in-person learners than for students in hybrid and remote learning modalities. Moreover, students’ connectedness to classmates and teachers explained the relationship between learning modality and academic engagement. |
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| Keywords: | academic engagement Adolescence Learning modality COVID-19 Connectedness Belongingness |
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