During the northern hemisphere Winter 2020 academic term, university students had to adjust to remote learning in response to the COVID-19 pandemic. This abrupt change provided a unique opportunity to examine students’ motivation, engagement and perceptions of success and cheating under two learning conditions, namely traditional and remote. We used a single survey to collect retrospective self-report data from a convenience sample of Canadian undergraduate students (n = 98) about their motivation, engagement and perceptions of success and cheating before COVID-19 and then in remote learning. Students' achievement goals, engagement and perceptions of success all significantly decreased, while their perceptions of cheating increased. Moreover, we used regression analyses to examine associations amongst achievement goals and engagement, perceptions of success and cheating concerns. Mastery-approach goals were positively associated with more engagement and higher perceptions of success. Achievement goals were unrelated to cheating. Students in large classes and who were originally concerned about cheating became more concerned about cheating in remote learning conditions. Our study provides information to researchers and instructors about how achievement goals relate to student outcomes across learning conditions. By extension, we provide timely recommendations for instructors as they continue to wrestle with how to deliver their courses during the COVID-19 pandemic.

在 2020 年北半球冬季学期期间，大学生必须适应远程学习以应对 COVID-19 大流行。这种突然的变化提供了一个独特的机会，可以在传统和远程两种学习条件下检查学生的动机、参与度和对成功和作弊的看法。我们使用单一调查从加拿大本科生的便利样本中收集回顾性自我报告数据（n = 98）关于他们在 COVID-19 之前以及远程学习中的动机、参与度和对成功和作弊的看法。学生的成就目标、参与度和对成功的看法都显着下降，而他们对作弊的看法增加了。此外，我们使用回归分析来检查成就目标和参与度、对成功的看法和作弊问题之间的关联。掌握方法的目标与更多的参与度和更高的成功感呈正相关。成就目标与作弊无关。原本担心作弊的大班学生变得更加担心远程学习条件下的作弊行为。我们的研究为研究人员和教师提供了有关成就目标如何与不同学习条件下的学生成果相关的信息。通过扩展，我们为教师提供及时的建议，因为他们继续努力在 COVID-19 大流行期间提供课程。