Abstract This study investigates the mediating role of academic engagement (AE) in the relationships between reflective functioning (RF), psychological distress (PD), and intention to drop out among university students during the COVID-19 pandemic. Given the unprecedented challenges posed by the pandemic, this research explores how the shifting academic modalities—ranging from online learning during the second lockdown (ONLINE) to blended learning post-lockdown (BLENDED), and finally face-to-face learning after the pandemic ended (F2F)—impact AE and its effect on students’ mental health and persistence at university. Data from 1177 Italian university students were analyzed using multigroup structural equation modeling (MG-SEM), considering gender congruence (AGC) with their degree course gender composition. Results indicate that AE plays a role in the relationship between RF, PD, and intention to drop out across all phases, with the strongest protective effects observed during the online learning phase (ONLINE), especially for students that reported AGC. The study reveals that while AE plays a crucial role in reducing dropout intention, psychological distress significantly influences these relationships, particularly for students reporting no AGC. The findings also suggest that the transition between different learning modes during the pandemic and students’ perceived alignment with the gender composition of their degree course impacted the effect of AE. These results highlighted the importance of addressing students’ mental health needs, through tailored psychological interventions in higher education. This study emphasizes the role of academic environments in contrasting gender incongruence and fostering student retention and engagement during critical contingencies such as the COVID-19 pandemic.
Passeggia et al. (Tue,) studied this question.