The purpose of the study is investigate the effect of emergency remote learning on students’ interest in receiving online classes as part of the post-pandemic education paradigm in Morocco. Through non-probability snowball sampling, a total of 143 Moroccan students enrolled at Sidi Mohammed Ben Abdellah University Fez, Morocco participated in the study by completing a 21-item questionnaire. The instrument consisted of demographic questions and items relying on a seven-point Likert scale. Convenience, cost, and students’ self-regulated learning were identified as dimensions of emergency remote learning experience. Moreover, the scales were analyzed for internal consistency and were shown to comply with the required standards. Using Pearson product-moment correlation and multiple linear regression, convenience and self-regulated learning were found to be significantly associated with students’ interest in online learning. However, cost was not a significant predictor. Hence, the study concludes that after experiencing online education amidst the Covid-19 pandemic, Moroccan under-graduate students have developed an interest in the incorporation of online instruction as one of the constituents of the Moroccan post-pandemic education model. Implications and suggestions for policymakers based on the findings of this study are discussed. Moreover, limitations of the study and recommendations for future research are addressed.

Conscientiousness and self-regulated learning have been shown to directly impact students’ academic performance; however, whether or not such impact persists in the COVID-19 pandemic era requires further examination. Thus, this study aimed to investigate the association between conscientiousness, self-regulated learning and students' English language performance and examine the mediating effect of self-regulated learning in the relationship between conscientiousness and English language performance during the COVID-19 pandemic. By employing non-probability snowball sampling, 138 first and second-year undergraduate students enrolled at the University of Sidi Mohamed Ben Abdellah, Fez, Morocco, participated in the study by completing a 21-item questionnaire. Using linear regression, the study found a statistically significant relationship between conscientiousness and self-regulated learning [F (1, 136) = 77.41, p < .001, R2 = .37]. Next, a multiple regression analysis was conducted and revealed that while self-regulated learning significantly predicted English language final grades (β = .41, p < .001), conscientiousness was not a significant predictor (β = .14, p > .001). A Sobel test was performed and showed that self-regulated learning was able to mediate the relationship between conscientiousness and English language grades (p < .001). The study concludes that although conscientious students are driven by their diligent work habits, those who lacked effective self-regulated learning strategies received lower grades in their English language class. Hence, educators must concentrate much of their efforts on helping students develop efficient self-instruction, self-monitoring, and self-evaluation techniques that can propel learners into achieving their academic goals.

While previous studies in the literature have concentrated extensively on investigating employee engagement and communication behaviors in relation to other organizational variables, very little research has examined the association between the two constructs. Therefore, the present study aimed to address this deficiency in the literature of public relations by examining the effect of engagement on employee communication behaviors. Specifically, forms of engagement, including alignment, affective and action-orientation (Shrotryia and Dhanda, 2020) were posited as antecedents to Kim and Rhee’s (2011) two dimensions of employee communication behavior, namely megaphoning and scouting. Using non-probability snowball sampling, a total of three hundred and seventy eight Moroccan employees who currently work for Moroccan private organizations participated in the study by filling out a 20-item questionnaire. By deploying Pearson-product moment correlation and linear regression, all three dimensions of engagement were found to be significantly associated with employees’ megaphoning and scouting behaviors.  The study highlights the critical role of enhancing cognitive, affective and behavioral engagement of employees in influencing megaphoning and scouting behaviors. Important implications of the findings are discussed. In addition, the study’s limitations and recommendations for future research are addressed.