Academic Self-Efficacy in Remote Learning During COVID-19

• In Event: Interactions and the Self in the COVID-19 Pandemic

Abstract

The current study examined the academic self-efficacy of undergraduate students during COVID-19, compared with a control group of students examined shortly before COVID-19, and the contribution of self-efficacy and learning strategies to student participation in online classes during the pandemic. Participants were 205 students in the COVID-19 sample and 226 in the control group. Results showed lower self-efficacy in social situations and cognitive operations during COVID-19. Older student age was related to higher participation in online classes. Higher self-efficacy in social situations, lower self-efficacy in using library and computer resources, and more concentration problems in learning were associated with less participation. The results suggest that institutions of higher education should accommodate more online teaching methods to support students’ effective learning.

Authors

• Miri Sarid, Western Galilee College

• Orly Lipka, University of Haifa