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?:abstract
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Background: Due to the COVID-19 pandemic, students have been confronted with an online semester. Because of the special requirements, online teaching can trigger negative emotions, which can have an unfavourable impact on the learning process and which therefore need to be regulated. This study investigates academic-associated emotions and the regulation of those emotions both before (December 2019) and during (June 2020) the online semester for first-year medical students. Methods: Questionnaire data (t1=Dec 2019; t2=Jun 2020) regarding academic-associated emotions and emotion regulation, taken from a longitudinal research project (Experienced Learning Medicine Augsburg; ELMA) at the University of Augsburg, was used. At t2, the students were also asked, as future physicians, to name their three most significant emotions regarding their studies, taking into account the COVID-19 situation. Results: Longitudinal analyses (Wilcoxon tests) showed few changes in academic-associated emotions. The emotions happy (r=.32) and proud (r=.33) increased significantly with moderate effects at the online semester. There also was an increased, but still low suppression of emotions (r=.22) at t2. The future physicians were most often curious, grateful and afraid about their medical studies with regard to the COVID-19 situation. Overall, medical studies were more often associated with positive than negative emotions during the online semester. Conclusions: The results show that the online semester did not have any worrying impacts on academic-associated emotions and emotion regulation. There was even some indication that students might benefit from online teaching formats.
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