The school closures due to the ongoing worldwide COVID-19 pandemic have posed an enormous challenge for all entities that take part in our children’s education. By displacing learning from schools to home environments, the crisis poses a risk of emotional and motivational problems. Based on research regarding the role of peers, learning in groups, school belonging, and educational equity, we explored students’ emotional and motivational processes in relation to different aspects of social support and the school environment. In the present study, 279 students from 20 classes of two secondary schools completed a questionnaire on their contextual situations in distance learning, the organization and amount of their learning, and the resulting emotions and motivations. Results show that students’ perceived joy during the crisis was relatively low, while perceived anxiety was relatively high. Regression analyses showed relations of general enjoyment and joy of learning in the crisis to self-efficacy belief, which was in turn influenced by environmental predictors such as support from family and school as well as the student–teacher relationship. Thus, school authorities and teachers can effectively contribute to students’ mastering of the crisis by establishing a transparent information policy, well-structured learning routines, and virtual lessons.

由于持续的全球 COVID-19 大流行而导致的学校关闭对所有参与我们孩子教育的实体构成了巨大挑战。通过将学习从学校转移到家庭环境，危机带来了情绪和动机问题的风险。基于对同伴角色、团体学习、学校归属感和教育公平性的研究，我们探索了与社会支持和学校环境的不同方面相关的学生的情感和动机过程。在本研究中，来自两所中学 20 个班级的 279 名学生完成了一份关于远程学习情境、学习的组织和数量以及由此产生的情绪和动机的问卷。结果表明，学生在危机期间感知到的快乐相对较低，而感知焦虑相对较高。回归分析显示了危机中学习的普遍享受和快乐与自我效能信念的关系，而自我效能信念又受到环境预测因素的影响，例如家庭和学校的支持以及师生关系。因此，学校当局和教师可以通过建立透明的信息政策、结构良好的学习例程和虚拟课程，有效地帮助学生掌握危机。