Student adaptability, emotions, and achievement: Navigating new academic terrains in a global crisis.

However, the (expected) positive relation between hope and knowledge test scores approached significance ( p = .056).

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This applies to relations between adaptability and emotions, between anxiety and knowledge test scores, and between enjoyment and perceived learning, in particular, with the indirect effects linking adaptability with learning outcomes via anxiety and hopelessness reaching marginal significance ( p < .10).

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Of note, several coefficients generally aligned with our hypotheses in terms of direction of relations, but some of them failed to reach statistical significance within the present sample (see Section 5.2 below).

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