Drawing from the theoretical approaches of Walberg’s operationalized model of educational productivity and Maslow’s operationalized hierarchy of needs, this study investigated the determinants of academic success, the impact of COVID-19 on these determinants, and any gender discrepancies observed therein. The study sample consisted of 122 international higher education students who experienced pre-COVID-19 and COVID-19 semesters in Taiwan. Findings showed prior achievement and age were the most reliable predictors of study success. With regard to self-actualization (intrinsic motivated learners), quality of instruction (inclusive of satisfaction with degree program and study habits) was deemed most significant. However, self-actualization was not significantly associated with study success.
These findings are useful to educators, educational institutions and governments in devising a crisis-resilient education system that effectively addresses students’ needs in order to optimize educational productivity, and economic value derived from its expenditure.

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