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Online learning self-efficacy beliefs predict subjective well-being of college students during COVID-19 pandemic

Yıl 2024, Cilt: 7 Sayı: 3, 334 - 345, 30.09.2024
https://doi.org/10.31681/jetol.1513598

Öz

Online learning self-efficacy is associated with significant psychological outcomes among college students. Nevertheless, research investigating self-efficacy among college students during COVID-16 pandemic is limited. The aim of the present study was to investigate the role of self-efficacy beliefs regarding online learning in predicting subjective well-being of college students. One hundred sixty-five college students were recruited for the study. Participants completed the Online Learning Self-Efficacy Scale (OLSES), the Subjective Well-Being Scale (SWBS), and a socio-demographic information form, which included items related to COVID-19 anxiety and the perceived impact of COVID-19 on daily life. Regression analyses showed that overall self-efficacy predicted subjective well-being scores. However, only the time management subdimension of self-efficacy significantly predicted subjective well-being. Our findings suggest that high levels of self-efficacy, particularly in time management, are associated with elevated levels of subjective well-being among college students. Interventions targeting self-efficacy in online learning environments may benefit college students with lower levels of subjective well-being during the COVID-19 pandemic.

Etik Beyan

This study was approved by the Institutional Review Board of the International University of Sarajevo (24/05/2021; IUS-REC-01-921/2021).

Teşekkür

The authors would like to thank Amina Ruhotina, Kanita Merdic, Salim Duhan Köseoğlu, Enes Demir, Abdullah Tekinkaya, and Ali Uymaz for their contributions in data collection.

Kaynakça

  • Abdous, M. (2019). Influence of satisfaction and preparedness on online students’ feelings of anxiety. The Internet and Higher Education, 41, 34–44.
  • Aguilera-Hermida, A. P., Quiroga-Garza, A., Gómez-Mendoza, S., Del Río Villanueva, C. A., Avolio Alecchi, B., & Avci, D. (2021). Comparison of students’ use and acceptance of emergency online learning due to COVID-19 in the USA, Mexico, Peru, and Turkey. Education and Information Technologies, 26(6), 6823–6845. https://doi.org/10.1007/s10639-021-10473-8
  • Alameri, J., Masadeh, R., Hamadallah, E., Ismail, H. B., & Fakhouri, H. N. (2020). Students’ Perceptions of E-learning platforms (Moodle, Microsoft Teams and Zoom platforms) in The University of Jordan Education and its Relation to self-study and Academic Achievement During COVID-19 pandemic. Journal ISSN, 2692, 2800.
  • Altuwairesh, N. (2021). Female Saudi University students’ perceptions of online education amid COVID-19 pandemic. Arab World English Journal (AWEJ) Special Issue on Covid, 19.
  • Aparicio, M., Bacao, F., & Oliveira, T. (2017). Grit in the path to e-learning success. Computers in Human Behavior, 66, 388–399.
  • Arifiana, I. Y., Rahmawati, H., Hanurawan, F., & Eva, N. (2020). Stop academic procrastination during Covid 19: academic procrastination reduces subjective well-being. KnE Social Sciences, 312–325.
  • Artino, A. R. (2008). Motivational beliefs and perceptions of instructional quality: Predicting satisfaction with online training. Journal of Computer Assisted Learning, 24(3), 260–270.
  • Bailey, D. R., Almusharraf, N., & Almusharraf, A. (2022). Video conferencing in the e-learning context: explaining learning outcome with the technology acceptance model. Education and Information Technologies, 27(6), 7679–7698.
  • Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological Review, 84(2), 191.
  • Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37(2), 122–147.
  • Bandura, A. (1997). Theoretical Perspectives. In Self-efficacy: The exercise of control (pp. 1–10). W.H. Freeman and Company.
  • Bandura, A. (2012). On the functional properties of perceived self-efficacy revisited. In Journal of management (Vol. 38, Issue 1, pp. 9–44). Sage Publications Sage CA: Los Angeles, CA.
  • Bast, F. (2021). Perception of Online Learning Among Students From India Set Against the Pandemic. Frontiers in Education, 317.
  • Bates, R., & Khasawneh, S. (2007). Self-efficacy and college students’ perceptions and use of online learning systems. Computers in Human Behavior, 23(1), 175–191.
  • Bhati, K., Baral, R., & Meher, V. (2022). Academic Self-Efficacy and Academic Performance among Undergraduate Students in Relation to Gender and Streams of Education. Indonesian Journal of Contemporary Education, 4(2), 80–88.
  • Bonneville-Roussy, A., Bouffard, T., Palikara, O., & Vezeau, C. (2019). The role of cultural values in teacher and student self-efficacy: Evidence from 16 nations. Contemporary Educational Psychology, 59, 101798.
  • Bu, X., Wu, L., & Wang, H. (2021). Impact of college students’ academic procrastination on subjective well-being. Social Behavior and Personality: An International Journal, 49(7), 1–13.
  • Chandler, K. (2016). Using breakout rooms in synchronous online tutorials. Journal of Perspectives in Applied Academic Practice, 4(3), 16–23.
  • Cheikh Ismail, L., Mohamad, M. N., Bataineh, M. F., Ajab, A., Al-Marzouqi, A. M., Jarrar, A. H., Abu Jamous, D. O., Ali, H. I., Al Sabbah, H., Hasan, H., Stojanovska, L., Hashim, M., Shaker Obaid, R. R., Saleh, S. T., Osaili, T. M., & Al Dhaheri, A. S. (2021). Impact of the Coronavirus Pandemic (COVID-19) Lockdown on Mental Health and Well-Being in the United Arab Emirates . In Frontiers in Psychiatry (Vol. 12). https://www.frontiersin.org/article/10.3389/fpsyt.2021.633230
  • Chyung, S. Y. Y. (2007). Age and gender differences in online behavior, self-efficacy, and academic performance. Quarterly Review of Distance Education, 8(3), 213.
  • Clabaugh, A., Duque, J. F., & Fields, L. J. (2021). Academic stress and emotional well-being in united states college students following onset of the COVID-19 pandemic. Frontiers in Psychology, 12.
  • Diener, Ed. (1984). Subjective Well-Being. Psychological Bulletin, 95(3), 542–575.
  • Diener, Edward, Lucas, R. E., & Oishi, S. (2002). Subjective well-being: The science of happiness and life satisfaction. Handbook of Positive Psychology, 2, 63–73.
  • Dost Tuzgöl, M. (2005). Öznel İyi Oluş Ölçeği’nin Geliştirlmesi: Geçerlik ve Güvenirlik Çalışması. Türk Psikolojik Danışma ve Rehberlik Dergisi, 3(23), 103–111.
  • Duru, E., & Balkıs, M. (2017). Procrastination, self-esteem, academic performance, and well-being: A moderated mediation model.
  • Ergul, H. (2004). Relationship between student characteristics and academic achievement in distance education and application on students of Anadolu University. Turkish Online Journal of Distance Education, 5(2).
  • Fancourt, D., Steptoe, A., & Bu, F. (2020). Trajectories of anxiety and depressive symptoms during enforced isolation due to COVID-19: longitudinal analyses of 36,520 adults in England. MedRxiv.
  • Gallagher, M. W., Smith, L. J., Richardson, A. L., & Long, L. J. (2021). Six Month Trajectories of COVID-19 Experiences and Associated Stress, Anxiety, Depression, and Impairment in American Adults. Cognitive Therapy and Research, 1–13.
  • García-Álvarez, D., Hernández-Lalinde, J., & Cobo-Rendón, R. (2021). Emotional Intelligence and Academic Self-Efficacy in Relation to the Psychological Well-Being of University Students During COVID-19 in Venezuela. Frontiers in Psychology, 12, 759701.
  • Gebara, N. L. (2010). General self-efficacy and course satisfaction in online learning: A correlational study. University of Missouri-Columbia.
  • Hayat, A. A., Shateri, K., Amini, M., & Shokrpour, N. (2020). Relationships between academic self-efficacy, learning-related emotions, and metacognitive learning strategies with academic performance in medical students: a structural equation model. BMC Medical Education, 20(1), 1–11.
  • Heinitz, K., Lorenz, T., Schulze, D., & Schorlemmer, J. (2018). Positive organizational behavior: Longitudinal effects on subjective well-being. PloS One, 13(6), e0198588.
  • Hung, M.-L., Chou, C., Chen, C.-H., & Own, Z.-Y. (2010). Learner readiness for online learning: Scale development and student perceptions. Computers & Education, 55(3), 1080–1090.
  • Hutasuhut, S., Thamrin, T., & Aditia, R. (2021). Factors affecting students’ entrepreneurial intentions and their differences based on gender, tribe, and parents’ occupation: a cross-sectional study. F1000Research, 10(438), 438.
  • Ibrahim, I., Akib, M., Lebeharia, E. F., & Saleh, F. (2022). Investigating Students’ Perception on Online Learning: A Comparative Study of Gender-Based EFL Learning During Covid-19 Pandemic. Qalam: Jurnal Ilmu Kependidikan, 10(2), 89–109.
  • Ithriah, S. A., Ridwandono, D., & Suryanto, T. L. M. (2020). Online Learning Self-Efficacy: The Role in E-Learning Success. Journal of Physics: Conference Series, 1569(2), 22053.
  • Jin, Y., Zhang, M., Wang, Y., & An, J. (2020). The relationship between trait mindfulness, loneliness, regulatory emotional self-efficacy, and subjective well-being. Personality and Individual Differences, 154, 109650.
  • Juniarti, F., & Regina, A. (2022). Time Management, Psychological Well-Being, Home-Learning COVID-19. Psikodidaktika: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan Dan Konseling, 6(2), 261–272.
  • Lyubomirsky, S., & Lepper, H. S. (1999). A measure of subjective happiness: Preliminary reliability and construct validation. Social Indicators Research, 46(2), 137–155.
  • Macan, T. H., Shahani, C., Dipboye, R. L., & Phillips, A. P. (1990). College students’ time management: Correlations with academic performance and stress. Journal of Educational Psychology, 82(4), 760.
  • Mattern, J., Lansmann, S., & Mersmann, M. (2019). The Key is not Spending but Investing Time-Students’ Time Management and the Impact on Perceived Stress and Psychological Well-Being. Bled EConference, 43.
  • McGhee, R. M. H. (2010). Asynchronous interaction, online technologies self-efficacy and self-regulated learning as predictors of academic achievement in an online class. Southern University and Agricultural and Mechanical College.
  • Muthuprasad, T., Aiswarya, S., Aditya, K. S., & Jha, G. K. (2021). Students’ perception and preference for online education in India during COVID-19 pandemic. Social Sciences & Humanities Open, 3(1), 100101.
  • Özbiler, Ş. (2020). Resilience as the Mediator of the Relationship between Emotional Availability of Fathers and Subjective Well-Being of Emerging Adults. Psikoloji Çalışmaları, 40(2), 513–531.
  • Pajares, F. (1996). Self-Efficacy Beliefs in Academic Settings. Review of Educational Research, 66(4), 543–578. https://doi.org/10.3102/00346543066004543
  • Prensky, M. (2001). Digital natives, digital immigrants part 2: Do they really think differently? On the Horizon.
  • Proctor, C., & Michalos, A. C. (2014). Subjective well-being. In Encyclopedia of quality of life and well-being research (pp. 6437–6441). Springer. https://doi.org/https://doi.org/10.1007/978-94-007-0753-5_2905
  • Rania, N., & Coppola, I. (2021). Psychological Impact of the Lockdown in Italy Due to the COVID-19 Outbreak: Are There Gender Differences? . In Frontiers in Psychology (Vol. 12). https://www.frontiersin.org/article/10.3389/fpsyg.2021.567470
  • Ryerson, N. C. (2022). Behavioral and psychological correlates of well-being during COVID-19. Psychological Reports, 125(1), 200–217.
  • Saadé, R., Kira, D., & Nebebe, F. (2013). The challenge of motivation in e-Learning: role of anxiety. Proceedings of the Informing Science and Information Technology Education Conference, 301–308.
  • Sabouripour, F., Roslan, S., Ghiami, Z., & Memon, M. A. (2021). Mediating Role of Self-Efficacy in the Relationship Between Optimism, Psychological Well-Being, and Resilience Among Iranian Students . In Frontiers in Psychology (Vol. 12). https://www.frontiersin.org/article/10.3389/fpsyg.2021.675645
  • Sen, S., Mandi, A., Dhara, B., Ansary, F., Mandi, M., & Baran, M. (2021). General Self-Efficacy and Specific Self-Efficacy of Postgraduate Students in the COVID-19 Pandemic: A Study. International Journal of Research Publication and Reviews, 2(9), 531–536. https://ijrpr.com/uploads/V2ISSUE9/IJRPR1282.pdf
  • Shen, D., Cho, M.-H., Tsai, C.-L., & Marra, R. (2013). Unpacking online learning experiences: Online learning self-efficacy and learning satisfaction. The Internet and Higher Education, 19, 10–17.
  • Singh, B., & Udainiya, R. (2009). Self-efficacy and well-being of adolescents. Journal of the Indian Academy of Applied Psychology.
  • Strobel, M., Tumasjan, A., & Spörrle, M. (2011). Be yourself, believe in yourself, and be happy: Self‐efficacy as a mediator between personality factors and subjective well‐being. Scandinavian Journal of Psychology, 52(1), 43–48.
  • Szymkowiak, A., Melović, B., Dabić, M., Jeganathan, K., & Kundi, G. S. (2021). Information technology and Gen Z: The role of teachers, the internet, and technology in the education of young people. Technology in Society, 65, 101565.
  • Tang, Y. M., Chen, P. C., Law, K. M. Y., Wu, C. H., Lau, Y., Guan, J., He, D., & Ho, G. T. S. (2021). Comparative analysis of Student’s live online learning readiness during the coronavirus (COVID-19) pandemic in the higher education sector. Computers & Education, 168, 104211.
  • Tella, A., Tella, A., Ayeni, C. O., & Omoba, R. O. (2007). Self-efficacy and use of electronic information as predictors of academic performance.
  • van Esch, C., Luse, W., & Bonner, R. L. (2021). The impact of COVID-19 pandemic concerns and gender on mentor seeking behavior and self-efficacy. Equality, Diversity and Inclusion: An International Journal.
  • Wen, F., Zhu, J., Ye, H., Li, L., Ma, Z., Wen, X., & Zuo, B. (2021). Associations between insecurity and stress among Chinese university students: The mediating effects of hope and self-efficacy. Journal of Affective Disorders, 281, 447–453.
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Yıl 2024, Cilt: 7 Sayı: 3, 334 - 345, 30.09.2024
https://doi.org/10.31681/jetol.1513598

Öz

Kaynakça

  • Abdous, M. (2019). Influence of satisfaction and preparedness on online students’ feelings of anxiety. The Internet and Higher Education, 41, 34–44.
  • Aguilera-Hermida, A. P., Quiroga-Garza, A., Gómez-Mendoza, S., Del Río Villanueva, C. A., Avolio Alecchi, B., & Avci, D. (2021). Comparison of students’ use and acceptance of emergency online learning due to COVID-19 in the USA, Mexico, Peru, and Turkey. Education and Information Technologies, 26(6), 6823–6845. https://doi.org/10.1007/s10639-021-10473-8
  • Alameri, J., Masadeh, R., Hamadallah, E., Ismail, H. B., & Fakhouri, H. N. (2020). Students’ Perceptions of E-learning platforms (Moodle, Microsoft Teams and Zoom platforms) in The University of Jordan Education and its Relation to self-study and Academic Achievement During COVID-19 pandemic. Journal ISSN, 2692, 2800.
  • Altuwairesh, N. (2021). Female Saudi University students’ perceptions of online education amid COVID-19 pandemic. Arab World English Journal (AWEJ) Special Issue on Covid, 19.
  • Aparicio, M., Bacao, F., & Oliveira, T. (2017). Grit in the path to e-learning success. Computers in Human Behavior, 66, 388–399.
  • Arifiana, I. Y., Rahmawati, H., Hanurawan, F., & Eva, N. (2020). Stop academic procrastination during Covid 19: academic procrastination reduces subjective well-being. KnE Social Sciences, 312–325.
  • Artino, A. R. (2008). Motivational beliefs and perceptions of instructional quality: Predicting satisfaction with online training. Journal of Computer Assisted Learning, 24(3), 260–270.
  • Bailey, D. R., Almusharraf, N., & Almusharraf, A. (2022). Video conferencing in the e-learning context: explaining learning outcome with the technology acceptance model. Education and Information Technologies, 27(6), 7679–7698.
  • Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological Review, 84(2), 191.
  • Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37(2), 122–147.
  • Bandura, A. (1997). Theoretical Perspectives. In Self-efficacy: The exercise of control (pp. 1–10). W.H. Freeman and Company.
  • Bandura, A. (2012). On the functional properties of perceived self-efficacy revisited. In Journal of management (Vol. 38, Issue 1, pp. 9–44). Sage Publications Sage CA: Los Angeles, CA.
  • Bast, F. (2021). Perception of Online Learning Among Students From India Set Against the Pandemic. Frontiers in Education, 317.
  • Bates, R., & Khasawneh, S. (2007). Self-efficacy and college students’ perceptions and use of online learning systems. Computers in Human Behavior, 23(1), 175–191.
  • Bhati, K., Baral, R., & Meher, V. (2022). Academic Self-Efficacy and Academic Performance among Undergraduate Students in Relation to Gender and Streams of Education. Indonesian Journal of Contemporary Education, 4(2), 80–88.
  • Bonneville-Roussy, A., Bouffard, T., Palikara, O., & Vezeau, C. (2019). The role of cultural values in teacher and student self-efficacy: Evidence from 16 nations. Contemporary Educational Psychology, 59, 101798.
  • Bu, X., Wu, L., & Wang, H. (2021). Impact of college students’ academic procrastination on subjective well-being. Social Behavior and Personality: An International Journal, 49(7), 1–13.
  • Chandler, K. (2016). Using breakout rooms in synchronous online tutorials. Journal of Perspectives in Applied Academic Practice, 4(3), 16–23.
  • Cheikh Ismail, L., Mohamad, M. N., Bataineh, M. F., Ajab, A., Al-Marzouqi, A. M., Jarrar, A. H., Abu Jamous, D. O., Ali, H. I., Al Sabbah, H., Hasan, H., Stojanovska, L., Hashim, M., Shaker Obaid, R. R., Saleh, S. T., Osaili, T. M., & Al Dhaheri, A. S. (2021). Impact of the Coronavirus Pandemic (COVID-19) Lockdown on Mental Health and Well-Being in the United Arab Emirates . In Frontiers in Psychiatry (Vol. 12). https://www.frontiersin.org/article/10.3389/fpsyt.2021.633230
  • Chyung, S. Y. Y. (2007). Age and gender differences in online behavior, self-efficacy, and academic performance. Quarterly Review of Distance Education, 8(3), 213.
  • Clabaugh, A., Duque, J. F., & Fields, L. J. (2021). Academic stress and emotional well-being in united states college students following onset of the COVID-19 pandemic. Frontiers in Psychology, 12.
  • Diener, Ed. (1984). Subjective Well-Being. Psychological Bulletin, 95(3), 542–575.
  • Diener, Edward, Lucas, R. E., & Oishi, S. (2002). Subjective well-being: The science of happiness and life satisfaction. Handbook of Positive Psychology, 2, 63–73.
  • Dost Tuzgöl, M. (2005). Öznel İyi Oluş Ölçeği’nin Geliştirlmesi: Geçerlik ve Güvenirlik Çalışması. Türk Psikolojik Danışma ve Rehberlik Dergisi, 3(23), 103–111.
  • Duru, E., & Balkıs, M. (2017). Procrastination, self-esteem, academic performance, and well-being: A moderated mediation model.
  • Ergul, H. (2004). Relationship between student characteristics and academic achievement in distance education and application on students of Anadolu University. Turkish Online Journal of Distance Education, 5(2).
  • Fancourt, D., Steptoe, A., & Bu, F. (2020). Trajectories of anxiety and depressive symptoms during enforced isolation due to COVID-19: longitudinal analyses of 36,520 adults in England. MedRxiv.
  • Gallagher, M. W., Smith, L. J., Richardson, A. L., & Long, L. J. (2021). Six Month Trajectories of COVID-19 Experiences and Associated Stress, Anxiety, Depression, and Impairment in American Adults. Cognitive Therapy and Research, 1–13.
  • García-Álvarez, D., Hernández-Lalinde, J., & Cobo-Rendón, R. (2021). Emotional Intelligence and Academic Self-Efficacy in Relation to the Psychological Well-Being of University Students During COVID-19 in Venezuela. Frontiers in Psychology, 12, 759701.
  • Gebara, N. L. (2010). General self-efficacy and course satisfaction in online learning: A correlational study. University of Missouri-Columbia.
  • Hayat, A. A., Shateri, K., Amini, M., & Shokrpour, N. (2020). Relationships between academic self-efficacy, learning-related emotions, and metacognitive learning strategies with academic performance in medical students: a structural equation model. BMC Medical Education, 20(1), 1–11.
  • Heinitz, K., Lorenz, T., Schulze, D., & Schorlemmer, J. (2018). Positive organizational behavior: Longitudinal effects on subjective well-being. PloS One, 13(6), e0198588.
  • Hung, M.-L., Chou, C., Chen, C.-H., & Own, Z.-Y. (2010). Learner readiness for online learning: Scale development and student perceptions. Computers & Education, 55(3), 1080–1090.
  • Hutasuhut, S., Thamrin, T., & Aditia, R. (2021). Factors affecting students’ entrepreneurial intentions and their differences based on gender, tribe, and parents’ occupation: a cross-sectional study. F1000Research, 10(438), 438.
  • Ibrahim, I., Akib, M., Lebeharia, E. F., & Saleh, F. (2022). Investigating Students’ Perception on Online Learning: A Comparative Study of Gender-Based EFL Learning During Covid-19 Pandemic. Qalam: Jurnal Ilmu Kependidikan, 10(2), 89–109.
  • Ithriah, S. A., Ridwandono, D., & Suryanto, T. L. M. (2020). Online Learning Self-Efficacy: The Role in E-Learning Success. Journal of Physics: Conference Series, 1569(2), 22053.
  • Jin, Y., Zhang, M., Wang, Y., & An, J. (2020). The relationship between trait mindfulness, loneliness, regulatory emotional self-efficacy, and subjective well-being. Personality and Individual Differences, 154, 109650.
  • Juniarti, F., & Regina, A. (2022). Time Management, Psychological Well-Being, Home-Learning COVID-19. Psikodidaktika: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan Dan Konseling, 6(2), 261–272.
  • Lyubomirsky, S., & Lepper, H. S. (1999). A measure of subjective happiness: Preliminary reliability and construct validation. Social Indicators Research, 46(2), 137–155.
  • Macan, T. H., Shahani, C., Dipboye, R. L., & Phillips, A. P. (1990). College students’ time management: Correlations with academic performance and stress. Journal of Educational Psychology, 82(4), 760.
  • Mattern, J., Lansmann, S., & Mersmann, M. (2019). The Key is not Spending but Investing Time-Students’ Time Management and the Impact on Perceived Stress and Psychological Well-Being. Bled EConference, 43.
  • McGhee, R. M. H. (2010). Asynchronous interaction, online technologies self-efficacy and self-regulated learning as predictors of academic achievement in an online class. Southern University and Agricultural and Mechanical College.
  • Muthuprasad, T., Aiswarya, S., Aditya, K. S., & Jha, G. K. (2021). Students’ perception and preference for online education in India during COVID-19 pandemic. Social Sciences & Humanities Open, 3(1), 100101.
  • Özbiler, Ş. (2020). Resilience as the Mediator of the Relationship between Emotional Availability of Fathers and Subjective Well-Being of Emerging Adults. Psikoloji Çalışmaları, 40(2), 513–531.
  • Pajares, F. (1996). Self-Efficacy Beliefs in Academic Settings. Review of Educational Research, 66(4), 543–578. https://doi.org/10.3102/00346543066004543
  • Prensky, M. (2001). Digital natives, digital immigrants part 2: Do they really think differently? On the Horizon.
  • Proctor, C., & Michalos, A. C. (2014). Subjective well-being. In Encyclopedia of quality of life and well-being research (pp. 6437–6441). Springer. https://doi.org/https://doi.org/10.1007/978-94-007-0753-5_2905
  • Rania, N., & Coppola, I. (2021). Psychological Impact of the Lockdown in Italy Due to the COVID-19 Outbreak: Are There Gender Differences? . In Frontiers in Psychology (Vol. 12). https://www.frontiersin.org/article/10.3389/fpsyg.2021.567470
  • Ryerson, N. C. (2022). Behavioral and psychological correlates of well-being during COVID-19. Psychological Reports, 125(1), 200–217.
  • Saadé, R., Kira, D., & Nebebe, F. (2013). The challenge of motivation in e-Learning: role of anxiety. Proceedings of the Informing Science and Information Technology Education Conference, 301–308.
  • Sabouripour, F., Roslan, S., Ghiami, Z., & Memon, M. A. (2021). Mediating Role of Self-Efficacy in the Relationship Between Optimism, Psychological Well-Being, and Resilience Among Iranian Students . In Frontiers in Psychology (Vol. 12). https://www.frontiersin.org/article/10.3389/fpsyg.2021.675645
  • Sen, S., Mandi, A., Dhara, B., Ansary, F., Mandi, M., & Baran, M. (2021). General Self-Efficacy and Specific Self-Efficacy of Postgraduate Students in the COVID-19 Pandemic: A Study. International Journal of Research Publication and Reviews, 2(9), 531–536. https://ijrpr.com/uploads/V2ISSUE9/IJRPR1282.pdf
  • Shen, D., Cho, M.-H., Tsai, C.-L., & Marra, R. (2013). Unpacking online learning experiences: Online learning self-efficacy and learning satisfaction. The Internet and Higher Education, 19, 10–17.
  • Singh, B., & Udainiya, R. (2009). Self-efficacy and well-being of adolescents. Journal of the Indian Academy of Applied Psychology.
  • Strobel, M., Tumasjan, A., & Spörrle, M. (2011). Be yourself, believe in yourself, and be happy: Self‐efficacy as a mediator between personality factors and subjective well‐being. Scandinavian Journal of Psychology, 52(1), 43–48.
  • Szymkowiak, A., Melović, B., Dabić, M., Jeganathan, K., & Kundi, G. S. (2021). Information technology and Gen Z: The role of teachers, the internet, and technology in the education of young people. Technology in Society, 65, 101565.
  • Tang, Y. M., Chen, P. C., Law, K. M. Y., Wu, C. H., Lau, Y., Guan, J., He, D., & Ho, G. T. S. (2021). Comparative analysis of Student’s live online learning readiness during the coronavirus (COVID-19) pandemic in the higher education sector. Computers & Education, 168, 104211.
  • Tella, A., Tella, A., Ayeni, C. O., & Omoba, R. O. (2007). Self-efficacy and use of electronic information as predictors of academic performance.
  • van Esch, C., Luse, W., & Bonner, R. L. (2021). The impact of COVID-19 pandemic concerns and gender on mentor seeking behavior and self-efficacy. Equality, Diversity and Inclusion: An International Journal.
  • Wen, F., Zhu, J., Ye, H., Li, L., Ma, Z., Wen, X., & Zuo, B. (2021). Associations between insecurity and stress among Chinese university students: The mediating effects of hope and self-efficacy. Journal of Affective Disorders, 281, 447–453.
  • Yadav, C. S., Monga, S., Tanwar, S., & Irfan, M. (2020). THE EFFECT OF TIME MANAGEMENT ON SUBJECTIVE WELL-BEING AMONG UNIVERSITY STUDENTS. International Journal of Management (IJM), 11(12).
  • Yavuzalp, N., & Bahcivan, E. (2020). The online learning self-efficacy scale: its adaptation into Turkish and interpretation according to various variables. Turkish Online Journal of Distance Education, 21(1), 31–44.
  • Zhou, J., & Yu, H. (2021). Contribution of social support to home-quarantined Chinese college students’ well-being during the COVID-19 pandemic: the mediating role of online learning self-efficacy and moderating role of anxiety. Social Psychology of Education, 24(6), 1643–1662.
  • Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25(1), 82–91.
  • Zimmerman, W. A., & Kulikowich, J. M. (2016). Online learning self-efficacy in students with and without online learning experience. American Journal of Distance Education, 30(3), 180–191.
Toplam 65 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Öğrenme Bilimleri, Eğitim Üzerine Çalışmalar (Diğer)
Bölüm Makaleler
Yazarlar

Merve Güçlü Aydoğan 0000-0002-7309-7224

Selvira Draganović 0000-0001-7080-8919

Mehmet Akif Elen 0000-0002-6968-7993

Yayımlanma Tarihi 30 Eylül 2024
Gönderilme Tarihi 10 Temmuz 2024
Kabul Tarihi 28 Eylül 2024
Yayımlandığı Sayı Yıl 2024 Cilt: 7 Sayı: 3

Kaynak Göster

APA Güçlü Aydoğan, M., Draganović, S., & Elen, M. A. (2024). Online learning self-efficacy beliefs predict subjective well-being of college students during COVID-19 pandemic. Journal of Educational Technology and Online Learning, 7(3), 334-345. https://doi.org/10.31681/jetol.1513598


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JETOL is abstracted and indexed by ERIC - Education Resources Information Center.