Changes that occur in the learning process due to the pandemic have an impact on the psychological aspects of students. Factors that influence the psychological aspects of learning are intelligence, learning environment and learning methods. Online learning methods require adaptation to habitual patterns and use of technology. Independent learning, indirect and multiple assignments, give psychological effects with a variety of physical and mental complaints. Evaluation of online learning through comprehension (cognitive) and affective results with reference to the cumulative grade point average obtained by students during online learning. The research objective was to determine the relationship between the psychological aspects of online learning (during the Covid-19 pandemic with the achievement of the Grade Point Average of vocational students. The research design used a descriptive cross sectional. The population in the study were all Diploma Nursing students of STIKES Karya Husada Semester 2. Data collection techniques were Total Sampling. The samples is 71 respondents. The independent variable is psychological aspect of vocational students facing online learning and the dependent variable is the achievement of the student's Grade Point Average. The measurement of psychological aspects uses a scale instrument of psychological aspects of resilience and the Grade Point Average uses a normative reference assessment. The type of test used is the Chi Square test with p value <0.005. Most of the respondents (59.15%) had a positive psychological aspect when learning online and had a very satisfying GPA (56.34%). The result of the value correlation test shows a significance of 0.000, so there is a relationship between the psychological aspects of online learning and the achievement of the Grade Point Average of vocational students. Learning conditions that have implications for individual responses show that education as an institution is able to prepare students for online learning well. Conditions that can support the learning process, facilitators, academic tools and learning methods are quite varied, increasing the ability of students to follow each learning process. The competency target that is sought is still optimal, although not ideal, it will greatly help students achieve good learning outcomes. The conclusion of this research is that learning outcomes can be influenced by interest, motivation, cognitive abilities, ability to share time, relationships with family, lecturers' explanations and living conditions, social conditions and individual ability to adapt to learning conditions.