Manuoğlu, ElifGüngör, Elis2023-12-142023-12-142023-05-02http://hdl.handle.net/20.500.14411/19081465-3915https://doi.org/10.1080/03054985.2023.2197203Open Access, Published by Oxford Review of Education, https://doi.org/10.1080/03054985.2023.2197203, Elif Manuoğlu, Department of Psychology, Palacky University Olomouc, Olomouc, Czech Republic, Elis Güngör, Department of Psychology, Atılım University, Ankara, Turkey.Due to the global restrictions to decrease the risk of infection in classrooms, the transition from face-to-face education to distance learning was a necessity during Covid-19 Pandemic. Grounded in Self-Determination Theory, the present research sought to explore how the Covid-19 Pandemic affects university students during distance learning. Specifically, the study examined the predictors of pressure/tension and attempted to identify the unique and mediator roles of correlates of pressure/tension of university students. This cross-sectional study was conducted with 432 university students from different departments of different universities in Turkey. The online survey was administered between the last week of October and the second week of December 2020. Our findings revealed that there is a positive association between pressure/tension and covid-specific worry. Also, there is a negative association between learning climate and pressure/tension and between perceived competence and pressure/tension. Further, learning climate mediated the link between covid-specific worry and pressure/tension. The data of the present study depends on students' both academic (learning climate) and non-academic (covid worry) experiences during the Covid-19 Pandemic. The present research was the first attempt to examine the role of covid-specific worry on the pressure of university students during distance learning. Methodological limitations concerning the research design were discussed.enCOVID-19, distance learning, self-determination theory, pressure/tension, covid-specific worry, learning climateArticle