The COVID-19 pandemic has brought many changes in education. One of the measures imposed globally to stop the spread of the virus was the closure of schools and universities starting in March 2020. Both teachers and students had to switch from traditional teaching to online teaching, a phenomenon that occurred suddenly and unexpectedly. This fact caused increased stress, anxiety, and mental health concerns among students worldwide (UNESCO 2020). By its very nature, online learning calls not only for the mastery of good digital skills but also for specific learning approaches. This change in approach to learning has put additional pressure on students already stressed by the global health context. It is well known that the performance and well-being of students can be dependent on their ability to make meaning of learning and through assuming agency in learning, to communicate in different ways, and be actively involved in the teaching-learning process (Hartnett, 2016), but also on the emotional context in which learning takes place, which the COVID 19 pandemic has greatly diminished. The concerns, worries and radical changes caused by the COVID-19 pandemic in the educational environment have led to a decrease in the well-being of students and an increase in burnout, against the background of social distancing, the sudden change in teaching-learning methods and the abrupt infusion of technology (Salmela-Aro et al., 2021; Zheng et al., 2021). Knowing that negative emotions inhibit learning, it is possible that students' motivation and their ability to engage in concrete learning activities be affected (Pekrun et al., 2017). Therefore, the present study aims to investigate the relationships between burnout, academic motivation, and engagement in online learning in the context of the COVID-19 pandemic. Study data were collected from April 2021 to June 2021, when students were already in their second year of online learning.

motivation; Academic burnout; Student engagement