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Predictors Of Electronic Learning Self-Efficacy: A Cross-Sectional Study In Saudi Arabian Universities

Monira I. Aldhahi, Baian A. Baattaiah, Abdulfattah S. Alqahtani

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This study aims at describing academic self-efficacy in online learning and exploring the determinant factors of learners’ academic self-efficacy. In this cross-sectional survey-based study, 892 respondents voluntarily participated in and completed the survey. Online learning self-efficacy was assessed using an online academic self-efficacy questionnaire. The sociodemographic characteristics showed that 85% of the respondents were female, 21% were medical students, and 13% were postgraduate students. Most respondents reported insufficient self-efficacy for learning and time management, whereas 51% showed good self-efficacy for technology. When considering the study’s field, more medical students reported good self-efficacy scores for learning and technology (36% and 68%, respectively) than non-medical students (33% and 47%, respectively). Time management self-efficacy was mostly reported to be good (47%) among those with a high grade point average. The results showed that educational status, field of study, and learning satisfaction were significant predictors of self-efficacy for learning and technology (p < 0.001). Gender, academic performance, and learning satisfaction were significant predictors of self-efficacy for time management (p < 0.001). Self-efficacy can play a major role in online learning, particularly in circumstances like the sudden transformation of the educational system that has occurred during the COVID-19 pandemic. An effective academic self-efficacy of learning, use of technology, and time management skills should also be emphasized. The value of this research lies in exploring the electronic learning self-efficacy and its predictor among university students. The research findings help us improve students’ academic self-efficacy to enhance the learning environment by planning new studies.