Abstract
The COVID-19 pandemic forced most universities to switch from in-person to remote teaching from May 2020 to May 2021. This period covered three semesters of studies, and due to these changes students experienced fundamental changes in their learning. The present research was carried out 3 times during the pandemic (e.g., May 2020, December 2020, and April 2021) to investigate study engagement and burnout, and their associations with various demands, resources, and psychological needs among university students. Self-reports were collected from 1501, 1526, and 1685 university students in Helsinki. The results showed that study burnout increased across the time points, being the highest in April 2021, whereas study engagement was the lowest in December 2020. Further, at the beginning of the pandemic the explanatory power of study-related demands and resources on study burnout and engagement was stronger, whereas in April 2021 the role of psychological needs increased. These results inform strategies to promote students’ engagement through distance-learning, mitigating negative effects of the situation.
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