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

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  • Author(s): Lai, Chooi-Seong (ORCID Lai, Chooi-Seong (ORCID 0000-0003-0828-1380); Au, Kah-Mun (ORCID Au, Kah-Mun (ORCID 0000-0001-8856-0472); Low, Chee-Seong (ORCID Low, Chee-Seong (ORCID 0000-0001-5632-3296)
  • Language:
    English
  • Source:
    Journal of Education and e-Learning Research. 2021 8(4):367-374.
  • Publication Date:
    2021
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Asian Online Journal Publishing Group. 244 Fifth Avenue Suite D42, New York, NY 10001. Fax: 212-591-6094; e-mail: [email protected]; Web site: http://www.asianonlinejournals.com
    • Peer Reviewed:
      Y
    • Source:
      8
    • Education Level:
      Higher Education
      Postsecondary Education
    • Subject Terms:
      Foreign Countries; Undergraduate Students; COVID-19; Pandemics; Mental Health; Well Being; Stress Variables; Anxiety; Academic Achievement; Student Satisfaction; School Closing; Online Courses; Emotional Response; Coping; Stress Management; Self Efficacy
    • Subject Terms:
      Malaysia; Indonesia
    • ISSN:
      2518-0169
    • 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.
    • Abstract:
      As Provided
    • Publication Date:
      2022
    • Accession Number:
      EJ1334043