ArticleFrontiers in psychology2023
Students' academic engagement during COVID-19 times: a mixed-methods study into relatedness and loneliness during the pandemic.
Article in Frontiers in psychology, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
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Who cites it
6 citing papers in PubMed.
- The mediating effect of academic delay of gratification on the relationship between future time perspective and learning engagement among nursing students: A multi-center cross-sectional study.BMC medical education · 2026Article
- Undergraduate Students' Experiences of a Community-Engaged Learning Course: A Mixed-Methods Study.The journal of experiential education · 2025Article
- The role of fear of intimacy and loneliness in predicting of academic enthusiasm in medical science students: a cross-sectional study from the Iran.Discover mental health · 2025Article
- Assessing COVID-19-Related Psychological Distress: Validation of the AMICO Scale in Spanish Nursing University Students.Healthcare (Basel, Switzerland) · 2025Article
- Using a flipped classroom teaching and learning approach to promote scientific literacy skill development and retention.FEBS open bio · 2025Article
- Impact of school support on cognitive engagement strategies in crisis contexts: dual pathways of academic motivation and psychological resilience.Frontiers in psychology · 2025Article
Corrections and comments
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Authors and funding
3 authors.
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Abstract
The COVID-19 outbreak forced higher education students to study online-only. Previous research indicates that forced solitude or loneliness can cause a variety of problems for students, among which is reduced academic engagement. The Basic Psychological Needs Theory, a sub-theory of Self-Determination Theory, relates academic engagement to three basic psychological needs (autonomy, competence and relatedness), whereas varying theories on loneliness highlight the complexities of engaging in a learning environment whilst feeling lonely. As university staff members have been struggling to keep students on task since the COVID-19 outbreak, the need arose for more knowledge about to what extent students have felt lonely, frustrated or satisfied in their need for relatedness and to what extent this affected their academic engagement. A convergent
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