During the Spring 2020 semester, college campuses across the US closed to most in-person activities as the COVID-19 pandemic began, forcing students to complete the remainder of their semesters online and away from campus. These changes disrupted students' opportunities to engage in the social aspects of the college experience and potentially influenced their academic sense of self. This research brief focuses attention on two psychosocial measures to understand the early impacts of the campus closures, both of which are conceptually tied to perceptions of the academic self: academic self-efficacy and academic motivation. Prior evidence suggests that the mechanism by which campus closures may influence students' psychosocial development may stem, in part, from disruptions to the social context.