How does limited student engagement in virtual classrooms affect students’ academic performance? A stressor–strain–outcome perspective

Purpose This study aims to investigate the impact of limited student engagement in virtual classroom environments on their academic performance, examining key stressors including infrastructural hindrance, instructors’ incompetency and distractions. Design/methodology/approach A sample of 304 students from various Bangladeshi universities participated in this study. Using the partial least squares-structural equation modeling approach, the research assessed the proposed model and hypotheses. Findings The research uncovers that stressors, specifically infrastructural hindrance, instructors’ incompetency and distractions, significantly impede student engagement within virtual classrooms. Furthermore, limited student engagement within online learning environments results in poor academic performance. Research limitations/implications This study holds implications for educational service providers, offering insights into enhancing the effectiveness of online classroom platforms. The findings can foster improved strategies that positively impact students’ academic performance. Originality/value The application of the stressor–strain–outcome framework to elucidate the complex interplay between stressors, limited student engagement and academic performance within virtual classrooms during a global pandemic contributes original insights to the field of educational research.