In response to the Journal of Marketing Education special issue on teaching turmoil and triumphs in times of crisis, we develop and test a student anxiety, preparation and learning framework for responding to external crises. We use structural equation modeling to assess how COVID-19 anxiety impacts classrelated anxiety, class preparation, and class learning, and how these then affect class satisfaction and intent to pursue a sales career. Using three sequential virtual sales competitions, we test our model in the immediate aftermath of the transition from live in-class learning to virtual learning brought on by COVID-19, offering an ideal setting for investigating marketing education in a time of crisis. The findings are unique, and show that how crises are managed impacts the deleterious effects of anxiety on education and learning. While anxiety had the greatest influence on class preparation, class preparation in turn was not related to class learning, class satisfaction, nor intent to pursue a sales career. However, when digital self-efficacy was considered as a moderator, the expected effects of class preparation emerged. Our findings contribute to multiple theoretical contexts, including anxiety, crisis management, self-efficacy, marketing education, and virtual sales role-plays.

回应营销教育杂志关于危机时期的教学动荡和胜利的特刊，我们开发并测试了学生应对外部危机的焦虑、准备和学习框架。我们使用结构方程模型来评估 COVID-19 焦虑如何影响与课堂相关的焦虑、课堂准备和课堂学习，以及这些如何影响课堂满意度和追求销售职业的意图。使用三个连续的虚拟销售竞赛，我们在 COVID-19 带来的从现场课堂学习过渡到虚拟学习的直接后果中测试了我们的模型，为在危机时期调查营销教育提供了理想的环境。这些发现是独一无二的，表明如何管理危机会影响焦虑对教育和学习的有害影响。虽然焦虑对课堂准备的影响最大，反过来，课堂准备与课堂学习、课堂满意度或追求销售职业的意图无关。然而，当数字自我效能感被认为是一个调节器时，课堂准备的预期效果就出现了。我们的发现有助于多种理论背景，包括焦虑、危机管理、自我效能、营销教育和虚拟销售角色扮演。