Early engagement with the academic community significantly impacts both educational and career trajectories. This study investigates relatedness, self-efficacy, autonomy, and career orientation within the first year of the 2020 student cohort, whose primary semester was conducted predominantly online due to COVID-19 restrictions. The analysis is based on 120 reflective papers writen by first-semester students. These papers underwent qualitative content analysis using ATLAS.ti. Contrasting these findings with a 2018 cohort study uncovers the pivotal role of a supportive academic community and alumni interactions in motivation and engagement – elements notably lacking in 2020. Despite this absence, students’ motivation remained unaffected, emphasizing the significance of belongingness. Both cohorts encountered academic study skill challenges. Therefore, targeted emphasis on academic skills for first-year students and fostering relatedness among the ‘COVID cohort’ are crucial.