The successive confinements in France during the Covid-19 pandemic have disrupted the work modalities of all face-to-face students. In this paper, we also question the impact on distance students. With a survey of 108 students from the University of Paris 8, we show that anxiety and motivation profiles differ between these two populations and that, paradoxically, the perception of academic performance decreases for the most anxious or least motivated distance students. We propose to relate these results to the absence of specific support and the deterioration of study conditions at home to explain these results and to resituate them within the framework of selfdetermination theory (Ryan & Deci, 2000) and distance learning (Hartnett et al., 2011).