The COVID-19 pandemic forced students to abruptly shift from traditional and familiar, to largely improvised distance learning formats. This study examined whether individual differences in students' capacity to adjust to situational uncertainty and novelty (i.e., adaptability) explained differences in their achievement-related emotions and learning outcomes in the digital learning context. We assessed 89 university students' trait-level adaptability at the beginning of the 2020 spring semester, mid-semester achievement emotions (joy, hope, anxiety, hopelessness), and end-of-semester perceived learning and knowledge test scores. Controlling for prior digital learning experience, structural equation modeling revealed adaptability to be positively related to hope, and negatively related to anxiety and hopelessness. Anxiety was also negatively related to end-of-semester test scores, and indirectly linked adaptability and test scores. Hopelessness indirectly linked adaptability and perceived learning. Overall, the findings contribute to understanding and supporting students' emotional well-being and learning amidst changing academic circumstances.

COVID-19 大流行迫使学生突然从传统和熟悉的方式转向临时的远程学习形式。本研究探讨了学生适应情境不确定性和新颖性（即适应性）的能力的个体差异是否可以解释他们在数字学习环境中与成就相关的情绪和学习成果的差异。我们评估了 2020 年春季学期伊始的 89 名大学生的特质水平适应能力、学期中的成就情绪（快乐、希望、焦虑、绝望）以及学期末的感知学习和知识测试成绩。控制先前的数字学习经验，结构方程模型显示适应性与希望呈正相关，与焦虑和绝望呈负相关。焦虑也与期末考试成绩呈负相关，并与适应性和考试成绩间接相关。绝望间接地将适应性和感知学习联系起来。总体而言，研究结果有助于理解和支持学生在不断变化的学术环境中的情绪健康和学习。