Digital Poverty, Online Learning Experience and the Psychological Wellbeing of Secondary School Students in Hong Kong during the COVID-19 Pandemic

As public health crises have significantly transformed educational modalities, students have faced numerous challenges that threaten their online learning and mental health. Despite the many empirical investigations dedicated to exploring students’ psychological wellbeing during the public health crises, little scholarly attention has been given to the role of digital access and students’ online learning experience. This study fills this knowledge gap by investigating the interrelationships between digital poverty, online learning experience, and psychological wellbeing among secondary school students in Hong Kong during the COVID-19 pandemic. Utilizing cross-sectional data from thirteen secondary schools, the research highlights the critical role of students’ satisfaction with their internet connection in shaping both their online learning experiences and psychological well-being. The findings reveal that digital poverty—characterized by limited access to digital devices and internet connectivity—negatively impacts students’ online learning experience and contributes to poorer psychological outcomes. Moreover, students’ online learning experience was identified as a mediator in the relationship between internet satisfaction and psychological well-being. This study provides empirical support for self-determination theory, elucidating the connections among learning needs satisfaction, online experiences, and mental health. The implications of these findings offer valuable insights for policymakers aiming to enhance students’ digital access and support their psychological health during future crisis situations.