Exploring the Impact of Anxiety, Depression, Low Digital Self-Efficacy, and Social Isolation on Student Engagement in online Higher Education

Abstract

The rapid growth of online education has transformed higher learning, offering flexibility and accessibility but also introducing new challenges for sustaining student engagement. This study investigated the impact of psychological barriers—anxiety, depression, low digital self-efficacy, and social isolation—on student engagement in online higher education. A purposive sample of 100 undergraduate and postgraduate students with prior experience in online learning participated in the study. Data were collected using standardized instruments, including the Generalized Anxiety Disorder Scale (GAD-7), the Patient Health Questionnaire (PHQ-9), a Digital Self-Efficacy Scale, the UCLA Loneliness Scale, and the Online Student Engagement Scale (OSE). Hypothetical findings indicated moderate levels of anxiety and depression, low digital self-efficacy, and high social isolation among participants. Correlation analysis revealed that anxiety, depression, and social isolation were significantly negatively associated with student engagement, while digital self-efficacy was positively related. Multiple regression analysis showed that the four psychological barriers collectively explained 56% of the variance in engagement, with depression and social isolation being the strongest negative predictors and digital self-efficacy the strongest positive predictor. These results highlight the crucial role of psychological well-being and self-efficacy in shaping online learning outcomes. The study concludes that addressing mental health, enhancing digital self-efficacy, and fostering social connectedness are essential strategies for improving student engagement and retention in online higher education.