Background: Academic expectation stress & self-efficacy and efficacy for self-regulated learning may affect academic performance. The Covid pandemic has affected the physical and psychological well-being of all, including students. However, there is a paucity of studies examining these variables in college students in Saudi Arabia. Objectives: This study was conducted to explore the levels and relationships of academic expectation stress & self-efficacy, self-regulated learning, and its relationships with academic performance in college students of ---- University during the Covid pandemic. Material and Methods: A total of 302 students were recruited in this cross-sectional study. They were assessed with sociodemographic and academic proforma designed for this study, the Academic expectation stress inventory (ASE), the Academic self-efficacy scale (AES), and the efficacy of the self-regulated learning scale (SRL). Results: Results revealed that the mean score of AES, SRL, and ASE was 29.18, 35.38, and 41.11, respectively. On linear regression analysis exam score was statistically significant positively predicted by the score on SRL, and the Score of AES was statistically significantly predicted by the score of SRL (+ve) and the score of ASE (-ve). Conclusions: It may be concluded that efficacy for self-regulated learning may mediate academic performance and academic self-efficacy during the Covid pandemic. Enhancing self-regulated learning may improve academic performance during the pandemic.
Alammar, Muath A; Ram, Dushad; Alwarthan, Hamad Ali; Alshubayshiri, Fouad A.; and Alobaidi, Abdullah Mohammed
"Relationships of academic expectation stress & self-efficacy, efficacy for self-regulated learning with academic performance during Covid pandemic,"
International Journal of Health and Allied Sciences: Vol. 11:
1, Article 17.
Available at: https://rescon.jssuni.edu.in/ijhas/vol11/iss1/17