Abstract—The teaching and learning process has shifted online since the outbreak of COVID-19 in Indonesia. Students have had to adapt to the new situation. Thus, it is necessary to explore their self-efficacy and self-regulated learning. The objective of this paper is twofold: 1) to describe the profiles of students’ online learning self-efficacy and students’ online self-regulated learning; and 2) to investigate the relationship between self-efficacy and self-regulated learning in online learning among university students during the COVID-19 pandemic. This quantitative study included a sample (n = 260) of university students enrolled in an accounting education study program. First, the study found that students exhibit a high level of online learning self-efficacy and online self-regulated learning. Second, the results of this study revealed a strong positive correlation between students’ online self-efficacy and online self-regulated learning (r = 0.67, p < 0.0005). This indicates that students’ high levels of online self-efficacy are correlated with their high levels of online self-regulated learning.
Index Terms—Online learning, self-efficacy, self-regulated learning, university students.
The autors are with the Faculty of Teacher Training and Education, Universitas Muhammadiyah Surakarta, Kartasura, Surakarta 57102, Indonesia (e-mail: email@example.com, firstname.lastname@example.org, and email@example.com).
Cite: Titik Ulfatun, Fitri Septiyanti, and Aprilia Garia Lesmana, "University Students’ Online Learning Self-efficacy and Self-regulated Learning during the COVID-19 Pandemic," International Journal of Information and Education Technology vol. 11, no. 12, pp. 597-602, 2021.Copyright © 2021 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).