Studying under stress: The effect of COVID-19 psychological distress on academic challenges and performance of post-secondary students
Date
2022
Authors
Sukhawathanakul, Paweena
Hadwin, Allyson
Rostampour, Ramin
Olivares, Michelle Bahena
Shotak, Kate
Journal Title
Journal ISSN
Volume Title
Publisher
Journal of College Student Retention: Research, Theory & Practice
Abstract
The COVID-19 pandemic introduced significant disruptions in the learning environment
for many post-secondary students. 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). Path analysis findings suggest
that greater levels of COVID-19 distress was associated with lower selfreported
predicted GPA. Metacognitive, motivational, and social and emotional
challenges emerged as the most salient challenge areas that fully mediated the
relationship between COVID-19 psychological distress and self-reported predicted
GPA. Specifically, COVID-19 distress predicted greater levels of metacognitive
and motivational challenges which, in turn, predicted lower self-reported
GPA. Similarly, greater levels of COVID-19 distress predicted more social and
emotional challenges but these challenges were associated to higher perceived GPA. Findings warrant future research to help students manage and cope with
academic challenges that may be exacerbated under stressful conditions.
Description
Keywords
post-secondary students, COVID-19, academic performance
Citation
Sukhawathanakul, P., Hadwin, A., Rostampour, R., Olivares, M. B., & Shostak, K. (2022). “Studying under stress: The effect of COVID-19 psychological distress on academic challenges and performance of post-secondary students.” Journal of College Student Retention: Research, Theory & Practice, 0(0), 1-14. https://doi.org/10.1177/15210251221104245