Higher educational institutions (HEIs) have been making every effort to improve student happiness since they understood it was a key factor in luring and keeping students. The issue of student happiness has been thoroughly studied, and numerous aspects that affect student satisfaction have been emphasized. However, these studies were conducted in traditional settings, like face-to-face instruction. Since the Covid-19 pandemic's eruption, all HEIs have switched to an online learning environment, raising the question of whether or not the same elements are hurting students' pleasure. This study aims to investigate how various learning strategies, including performance goals, learning goals, perceived instrumentality, intrinsic and extrinsic values, and perceived research integration, affect students' happiness during the pandemic. Data was gathered from undergraduate and graduate students enrolled in Saudi Arabian universities. The data were analyzed using reliability testing, correlation analysis, and regression analysis in SPSS version 20. The study's findings showed that even in conventional and online learning modes, performance goals, learning goals, intrinsic and extrinsic values, and perceived research integration significantly influenced students' satisfaction. The study's findings showed that while students are engaged in online learning, their perception of instrumentality has no bearing on their level of enjoyment. This study adds a powerful theoretical framework to the corpus of knowledge. Policymakers and academics will find it useful to use the practical ramifications to encourage performance and learning goals along with intrinsic and extrinsic values to increase student satisfaction.