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

Year 2024, , 334 - 345, 30.09.2024

Merve Güçlü Aydoğan , Selvira Draganović , Mehmet Akif Elen

https://doi.org/10.31681/jetol.1513598

Abstract

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.

Keywords

self-efficacy, well-being, COVID-19, college students, online learning

Ethical Statement

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

Thanks

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.

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