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Abstract: Introduction: “School engagement” refers to the feelings and thoughts pupils have for school, which, according to theory, can be divided into behavioral, cognitive, and emotional engagement. Previously identified factors predicting school engagement are teacher-student relationship, individual characteristics, emotional stability, and gender. Aim: The current study addresses changes in behavioral, cognitive, and emotional school engagement during the COVID-19 pandemic. It analyzes the effect of previously identified risk factors on self-reported change in school engagement among middle-school students in Finland. Methods: We collected the data in the spring of 2021. Participants were 1,788 Finnish middle-school pupils (age range 12–17) who responded to an online survey during the school day. Results: After we controlled for multiple tests, the results revealed a few significant factors associated with negative changes in school engagement. However, prior anxiety, depression, or externalizing behavior were related to negative changes. Discussion: Pupils with previous risk factors for low engagement or different kinds of struggles in school were more likely to react negatively to the changes brought forth by the pandemic on several engagement outcomes compared to students with few or no risk factors. In the future, should disruptions of normal school routines be necessary, special attention should be given to planning proper support for at-risk students. |
