Affect and stress as mediators in the relation between learning modality and engagement.

Abstract

During the 2020-2021 school year, U.S. students alternated between in-person and remote learning due to the COVID-19 pandemic. This study investigates whether differences in students' engagement across learning modalities were mediated by positive affect, negative affect, and stress. Using data from 639 adolescents (Grades 7-12) collected via a multiburst daily-diary design (30 days in total), multilevel mediation models were used to examine within-person differences in behavioral, cognitive, emotional, and social engagement. Students reported lower engagement and positive affect on days they attended remote versus in-person learning. Results pertaining to negative affect and stress were nonsignificant. Positive affect partially mediated the association between learning modality and all engagement dimensions. Results suggest that the decrease in engagement associated with remote learning is driven by reduced positive emotional experiences. (PsycInfo Database Record (c) 2026 APA, all rights reserved).