THE IMPACT OF ANXIETY LEVELS ON STUDENTS’ COGNITIVE ACTIVITY IN DISTANCE LEARNING ENVIRONMENTS

Abstract

This study examines the relationship between students’ anxiety levels and their cognitive activity in the context of distance learning. The relevance of the research stems from the sustained expansion of online education and the increasing demands it places on self-regulation, attentional control, and memory processes.

The empirical part of the study presents a data processing methodology applied to a model sample of students (N = 240), simulating realistic scores on the Spielberger–Khanin State-Trait Anxiety Inventory (STAI) and a composite index of cognitive activity. Descriptive statistics, correlation analysis, and multiple regression with robust standard errors were employed.  

Findings indicate a statistically significant negative association between anxiety and cognitive activity, after controlling for sleep quality, internet connection stability, background noise, screen time intensity, gender, age, and year of study. The results are discussed in the framework of cognitive load theory as well as organizational and hygienic factors of online learning environments.