Abstract
Insinuations suggest that prolonged academic break occasioned by the dreaded coronavirus pandemic may have impacted students participation in schoolwork activities, especially at the secondary education level in Nigeria. The current study aimed to determine the variation in students schoolwork engagement based on the long Covid-19 break. Two hundred and four students randomly pooled from secondary schools in Kogi State, Nigeria, participated in the study. The participants completed a self-report measure of schoolwork engagement inventory originally developed by Salmela-Aro and Upadaya (2012). A simple regression analysis was conducted on the data. The result revealed a positive interaction between prolonged academic break and schoolwork engagement. Findings, implications, and conclusions are discussed.
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