Adjustment of Israeli undergraduate students to emergency remote learning during COVID-19: a mixed methods examination

Orly Lipka, Miriam Sarid

Research output: Contribution to journalArticlepeer-review


Using a mixed method approach, the study examined the emotional and academic adjustment to higher education amongst undergraduate students, in light of the Spring, 2020 COVID-19 pandemic outbreak. The undergraduate students’ social, emotional, institutional and academic adjustment, during the COVID-19 outbreak pandemic was compared with a database of undergraduates examined before the pandemic, which served as a control group. Four hundred and twenty-three undergraduates from 30 academic institutions in Israel participated in the study: 226 before COVID-19 and 197 undergraduates examined during the Spring, 2020 COVID-19 outbreak. The results indicated that undergraduate students during the Spring, 2020 pandemic had significantly lower academic, social, emotional and institutional adjustment compared with controls tested before the pandemic. In the COVID-19 sample, higher self-perception of satisfaction with life predicted better adjustment. Emotional stress as well as financial burden reported by undergraduates were associated with lower adjustment. Qualitative analysis revealed that social isolation was considered the most disturbing factor. Findings showed that there is a need to support students’ social, emotional and academic concerns during COVID-19 and also highlighted the role of instructors’ and support staff in particular.

Original languageEnglish
JournalInternational Journal of Inclusive Education
StateAccepted/In press - 2022

Bibliographical note

Publisher Copyright:
© 2022 Informa UK Limited, trading as Taylor & Francis Group.


  • COVID-19
  • emotional and academic adjustment
  • higher education
  • Undergraduates
  • well-being

ASJC Scopus subject areas

  • Education
  • Arts and Humanities (miscellaneous)


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