In the wake of COVID-19, university students have experienced fundamental changes of their learning and their lives as a whole. The present research identifies psychological characteristics associated with students’ well-being in this situation. We investigated relations of basic psychological need satisfaction (experienced competence, autonomy, and relatedness) with positive emotion and intrinsic learning motivation, considering self-regulated learning as a moderator. Self-reports were collected from 6,071 students in Austria (Study 1) and 1,653 students in Finland (Study 2). Structural equation modeling revealed competence as the strongest predictor for positive emotion. Intrinsic learning motivation was predicted by competence and autonomy in both countries and by relatedness in Finland. Moderation effects of self-regulated learning were inconsistent, but main effects on intrinsic learning motivation were identified. Surprisingly, relatedness exerted only a minor effect on positive emotion. The results inform strategies to promote students’ well-being through distance learning, mitigating the negative effects of the situation.

在COVID-19之后，大学生经历了学习和整体生活的根本变化。本研究确定了在这种情况下与学生的幸福感相关的心理特征。我们以自我调节学习为主持人，研究了基本的心理需求满意度（经验能力，自主性和亲和力）与积极情绪和内在学习动机之间的关系。自我报告来自奥地利的6,071名学生（研究1）和芬兰的1,653名学生（研究2）。结构方程模型显示能力是积极情绪的最强预测因子。内在学习动机是通过两国的能力和自主性以及芬兰的亲缘关系来预测的。自我调节学习的调节作用并不一致，但已确定了对内在学习动机的主要影响。出人意料的是，亲密关系对积极情绪的影响很小。结果为通过远程学习促进学生的福祉提供了策略，从而减轻了这种情况的负面影响。