The first COVID-19 confinement induced dramatic changes in the lives of adolescents, but little is known about the processes that affected youth engagement with school during this period. This study addressed this issue by uncovering a stress process model of school engagement during confinement, based on confinement stressors and adolescent resources. Data were collected from 406 French adolescents and their parents (grades 6 through 9, 47% girls). The results showed that multiple stressors (parental anxiety, lack of Internet or computer, low relevant and unclear school activities) and resources (academic self-concept, parental support and teacher support) affected engagement, and that some effects intertwined (e.g., effects of low relevant and unclear school activities were moderated and mediated by academic self-concept). Implications are drawn on ways to tackle stress processes and help adolescents stay engaged with schoolwork during confinement.

第一次 COVID-19 禁闭导致青少年的生活发生了巨大变化，但对于在此期间影响青少年参与学校的过程知之甚少。本研究基于坐月子压力源和青少年资源，通过揭示坐月子期间学校参与的压力过程模型来解决这个问题。数据来自 406 名法国青少年及其父母（6 至 9 年级，47% 为女孩）。结果表明，多重压力源（父母焦虑、缺乏互联网或计算机、相关性低且不明确的学校活动）和资源（学业自我概念、父母支持和教师支持）影响参与度，并且一些影响相互交织（例如，低相关和不明确的学校活动受到学术自我概念的调节和调节）。