Abstract
ABSTRACT Students had to adjust their goals during the sudden shift to online teaching amidst the COVID-19 pandemic. This study with 613 university students identified four multidimensional profiles based on how they relied on goal disengagement, reengagement, and perseverative engagement (a new dimension of goal adjustment capacities). Students who disengaged from goals, reengaged in new ones, and were less likely to dwell on their former goals (goal reengagement profile) experienced less stress and burnout and more growth experiences. Students who reengaged less in goals (goal entrapment profile) and those who reengaged but dwelled on their former goals (action crisis profile) experienced worse psychological outcomes. Perfectionists were more likely than excellence strivers to be part of an action crisis goal adjustment profile.
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