Distance education students' mental health, connectedness and academic performance during COVID-19: A mixed-methods study. Issue 1 (2nd January 2022)

• Record Type: Journal Article
• Authors: Di Malta, Gina; Bond, Julian; Conroy, Dominic; Smith, Katy; Moller, Naomi
• Is Part Of: Distance education. Volume 43:Issue 1(2022)
• Page Start: 97
• Page End: 118
• Publication Date: 2022-01-02
• Subjects: mixed methods -- mental health -- connectedness -- academic performance -- COVID-19; Distance education -- Periodicals; Distance education -- Australia -- Periodicals; 371.3505
• DOI: 10.1080/01587919.2022.2029352
• Languages: English
• ISSNs: 0158-7919

Abstract

Abstract: In this study, we investigated the links between distance education students' mental health, connectedness, and academic performance during COVID-19, using a mixed-methods sequential explanatory design. Online survey responses with a sample of 208 distance education students—aged 18–84, 144 females, 60 males, three nonbinary individuals, most (163) self-identified as White British—were analyzed using multiple regression, mediation, and content analysis. Connectedness (loneliness and a sense of connection to university) mediated links between mental health (wellbeing and anxiety) and academic performance. A subsample analysis with students who met clinical concern thresholds of anxiety and wellbeing ( n = 123) revealed that poorer wellbeing was associated with less emotional intimacy, more loneliness, and poorer self-reported academic performance. Anxiety was associated with less emotional intimacy and higher relational intensity with one person, and poorer self-reported academic performance. These pathways were triangulated and contextualized within students' experiences of connectedness. Future research using a longitudinal design is needed to establish causal links.