Volume 5, Issue 1 (Spring 2022)
Iranian Journal of Educational Sociology 2022, 5(1): 105-112 |
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Gholamzadeh Bafghi T, Akrami Moghaddam E, Jamali T. (2022). Studying The E-learning Induced Academic Stress and Its Relationship with Academic Self-efficacy in the Students of the Yazd Branch of Payame Noor University. Iranian Journal of Educational Sociology. 5(1), 105-112. doi:10.61186/ijes.5.1.105
URL: http://iase-idje.ir/article-1-1144-en.html
URL: http://iase-idje.ir/article-1-1144-en.html
1- Instructor, Department of Educational Sciences, Payame Noor University, PO Box 19395-4697 Tehran, Iran (Corresponding Author)
2- Instructor, Department of Accounting, Payame Noor University, PO Box 19395-4697 Tehran, Iran.
3- Instructor, Department of Psychology, Payame Noor University, PO Box 19395-4697 Tehran, Iran.
2- Instructor, Department of Accounting, Payame Noor University, PO Box 19395-4697 Tehran, Iran.
3- Instructor, Department of Psychology, Payame Noor University, PO Box 19395-4697 Tehran, Iran.
Abstract: (1787 Views)
Purpose: Covid-19 pandemic increased the use of e-learning and the ensuing academic stress. This research aims to study the relationship between e-learning induced academic stress and academic self-efficacy in the Yazd branch of Payame Noor University in Iran.
Methodology: This is a descriptive-correlational study. The study population was the Yazd branch of Payme Noore University students in the 2020-21 academic year. Cochran’s formula gave us a sample size of 319 people. Due to the Covid-19 pandemic and the unavailability of some of the sample members, we used voluntary sampling. Our research tools were the academic stress scale (Pooladi Reyshahri, 1995) and the academic self-efficacy scale (Owen and Froman, 1988). We sent the scale to the subjects electronically. The scales’ alpha Cronbach reliabilities were 0.90 and 0.84, respectively. We analyzed the data using the T-test, correlation, and regression in SPSS version 21.
Findings: Our findings showed that e-learning induced academic stress, and its subscales (academic conditions and economic environment stresses) were significantly below average in the students. Students’ academic stress and academic self-efficacy were significantly and inversely related. Academic stress could significantly explain self-efficacy (P < .001).
Conclusion: Our results showed the negative role of academic stress in explaining students’ academic self-efficacy. Reducing students' academic stressors through academic workshops can significantly increase academic self-efficacy.
Methodology: This is a descriptive-correlational study. The study population was the Yazd branch of Payme Noore University students in the 2020-21 academic year. Cochran’s formula gave us a sample size of 319 people. Due to the Covid-19 pandemic and the unavailability of some of the sample members, we used voluntary sampling. Our research tools were the academic stress scale (Pooladi Reyshahri, 1995) and the academic self-efficacy scale (Owen and Froman, 1988). We sent the scale to the subjects electronically. The scales’ alpha Cronbach reliabilities were 0.90 and 0.84, respectively. We analyzed the data using the T-test, correlation, and regression in SPSS version 21.
Findings: Our findings showed that e-learning induced academic stress, and its subscales (academic conditions and economic environment stresses) were significantly below average in the students. Students’ academic stress and academic self-efficacy were significantly and inversely related. Academic stress could significantly explain self-efficacy (P < .001).
Conclusion: Our results showed the negative role of academic stress in explaining students’ academic self-efficacy. Reducing students' academic stressors through academic workshops can significantly increase academic self-efficacy.
Type of Study: Research Article |
Subject:
Special
Received: 2022/01/26 | Accepted: 2022/06/21 | Published: 2022/06/21
Received: 2022/01/26 | Accepted: 2022/06/21 | Published: 2022/06/21
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