Purpose

This study aims to explore whether the COVID-19-related circumstances hindered these academic-related variables.

Design Methodology Approach

The authors surveyed two groups of undergraduate business students (42% male) who completed the questionnaires at the beginning and at the end of the semester. One group of students attended only face-to-face classes in the 2018/2019 academic year (n = 126) and the other group transitioned to online classes because of the COVID-19 outbreak in the 2019/2020 academic year (n = 99).

Findings

The findings show no statistically significant group differences between the pre- and post-test in students’ intrinsic and extrinsic motivation, feelings of attachment to the university and engagement dimensions of absorption and vigour. Nevertheless, a moderate negative effect was found in the dedication engagement dimension.

Practical Implications

The authors discuss the main results in terms of some practices that may contribute towards attenuating the effects of future emerging pandemics in the higher education setting.

Originality Value

The COVID-19 pandemic imposed a rapid transition to online instruction in education institutions worldwide. However, it remains unclear to date how students’ engagement, motivation and attachment to the university were negatively affected by the first COVID-19 outbreak.

中文翻译：

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COVID-19 对商科学生的影响：关于学术动机、参与度和对大学依恋的纵向研究

目的

本研究旨在探讨与 COVID-19 相关的情况是否阻碍了这些与学术相关的变量。

设计方法论

作者调查了两组本科商科学生（42% 为男性），他们在学期开始和学期结束时完成了问卷调查。一组学生在 2018/2019 学年只参加了面对面的课程 ( n = 126)，另一组因为 2019/2020 学年的 COVID-19 爆发而过渡到在线课程 ( n = 99 ）。

发现

研究结果表明，在学生的内在和外在动机、对大学的依恋感以及吸收和活力的参与维度方面，前测和后测之间没有统计学上的显着组别差异。然而，在奉献参与维度中发现了适度的负面影响。

实际影响

作者讨论了一些实践的主要结果，这些实践可能有助于减轻高等教育环境中未来新出现的流行病的影响。

原创价值

COVID-19 大流行迫使全球教育机构快速过渡到在线教学。但是，迄今为止尚不清楚第一次 COVID-19 爆发对学生的参与度、动机和对大学的依恋有何负面影响。