The emergence of the COVID pandemic has generated profound changes at the international level, at the institutional level, but also for each person. The educational activities were based on legislative measures adopted by each individual country, on existing logistical resources at the institutional level, but also on the personal resources, of each of the two actors of the educational relationship: teacher and student. From this perspective, we were interested in analyzing which aspects of the personality structure of our students contributed to this adaptation process generated by the transfer of didactic activities from the physical environment to the online space. We had in mind to fiind the coping mechanisms activated by students, expressed by different dimensions specific to their personality: emotion management, assertivity, interpersonal relationships, availability and/ or unavailability of involvement. The starting idea was that the success of online teaching activities also depended on the resilient resources of our students. Our study considers how students from a technical university, who also attend the psycho-pedagogical courses, managed to activate internal resources to cope with the stress generated by a completely unexpected situation for humanity in general, but also to meet the educational requirements. The working hypotheses considered the following: a) the lower the emotional impact, there will be favorable premises for assertive behaviour; b) the attitude of involvement or non-involvement is in direct relationship with the self-perceived group connection/ sense of belonging; c) students who self-assessed as having a high degree of involvement/ availability obtained more psychological gains in terms of personal development.