Online Learning Anxiety and Academic Self-Efficacy During the COVID-19 Crisis

This study investigated the relationship between students' online learning anxiety (OLA) and academic self-efficacy (ASE) amid global challenges posed by the COVID-19 crisis. Participants in this quantitative research included 718 tertiary education students from 28 countries who responded to a standardized questionnaire. Despite the crisis' widespread negative impact, the adoption of innovative online teaching models created positive learning environments that significantly enhanced students' self-efficacy. The results of this research revealed a positive correlation between ASE and OLA, contrary to Bandura's social-cognitive theory. This unexpected relationship challenged the notion that anxiety arises directly from low self-efficacy beliefs. The findings also partially aligned with existing research on positive correlations between online learning and anxiety, as well as between sociodemographic factors and OLA. This study contributes to the plethora of research conducted about online learning, anxiety, and self-efficacy in times of crisis.