Beyond Conventional Classroom Learning: Linking Emotions and Self-Efficacy to Academic Achievement and Satisfaction with Online Learning during the COVID-19 Pandemic

Abstract

This study examined the impact of online learning on students’ mental well-being, distress, anxiety, academic achievement and satisfaction with online learning. A total of 915 undergraduates in Malaysia and Indonesia responded to the Google Classroom Evaluation survey. Results indicated that students’ mental well-being was negatively impacted by financial difficulties, concern that their physical health may suffer due to exposure to Covid-19, and a lack of motivation for online learning. Analysis of emotional factors revealed distress and feelings of nervousness when classes were conducted online. Overall, participants were satisfied with the online learning experience, as was evident from the academic achievement in courses conducted with above average CGPA. Multiple regression analysis indicated that distress, anxiety and self-efficacy in online learning were significant predictors of satisfaction with online learning, with self-efficacy in online learning making the largest contribution. However, academic achievement was not a significant predictor of satisfaction with online learning. It is recommended that higher learning institutions provide counselling, behavioral adaptations and study techniques to support students in managing their distress and anxiety surrounding online learning, which is anticipated to continue throughout 2021 due to the increase in virus cases.

Factors Influencing Students' Self-Efficacy as the Key to Successful Distance Learning: According to Previous Studies

“…Enactive mastery experiences have strengthened self-efficacy attitudes in various school assignments (Hong et al, 2022;C. S. Lai et al, 2021).…”

“…Thus, students' self-efficacy in distance learning can be supported by mastery of using computers and the various online learning application. Mastery of experience using information technology allows students to use various features provided by the online learning platform, adding to their confidence when joining distance learning (C. S. Lai et al, 2021;Renes & Strange, 2010). Furthermore, online learning platforms offer features that allow students to work in groups, promoting collaborative learning.…”

“…Familiarization with technology implementation helps students adapt to the flexibility and cooperation offered in online learning (Punjani & Mahadevan, 2022;Vastyanov et al, 2021). Thus, experience using various online learning platforms and previous successes in online learning technology can lead to a greater sense of self-efficacy, while poor past performance can lead to a lower sense of self-efficacy (Hong et al, 2022;C. S. Lai et al, 2021).…”

“…This insight can be the most significant in the early stages of skill development, where children lack knowledge of task experience and ability performance. Self-efficacy is also improved more by reward, mainly when the reward is linked to real achievement because it represents progress (Bartimote-Aufflick et al, 2016;C. S. Lai et al, 2021).…”

Effectiveness of English for Tourism E-Learning during the Covid-19 Pandemic

“…Because learning was a process of changing behavior obtained from the results of habits, experience, and knowledge (Rey-Moreno & Medina-Molina, 2017;Xu et al, 2017). During the Covid-19 period, it was recommended that educational institutions provided guidance and direction to students regarding psychological concerns during the online teaching and learning process so that they could adapt to the new era (Lai et al, 2021;Neuwirth et al, 2021).…”