Anxiety level, Self-efficacy and E-Learning Readiness after the Coronavirus Pandemic among Students of the Faculty of Education in Al- Azhar University

Elkhososy, Ayman Monir Hasan Aly; Omar, Abdulmoneim Ali

doi:10.21608/jsrep.2022.301390

Anxiety level, Self-efficacy and E-Learning Readiness after the Coronavirus Pandemic among Students of the Faculty of Education in Al- Azhar University

Document Type : Original Article

Authors

¹ 1Educational Psychology, Faculty of Education for boys (in Cairo), Al-Azhar University.

² 2Mental Helth, Faculty of Education for boys (in Cairo), Al-Azhar University

10.21608/jsrep.2022.301390

Abstract

This research sought to explore the e-learning anxiety level after the coronavirus pandemic among students of the faculty of education )for boys in Cairo( in Al-Azhar University. It also aimed to investigate the relationship between e-learning anxiety, self-efficacy and e-learning readiness. Furthermore, it explored the predictive power of e-learning anxiety in explaining self-efficacy and e-learning readiness and the predictive power of self-efficacy in explaining e-learning readiness. To meet such goals, the descriptive correlational approach was utilized. The research sample consisted of (200) students of the faculty of education for boys in Cairo, Al-Azhar University. The current researchers utilize the e-learning anxiety scale of Li et al. (2021) (after arabization and verification of the psychometric properties). They also developed and utilized two scales for self-efficacy and e-learning readiness. The findings revealed that there was high level of e-learning anxiety among the research sample. It also revealed there was statistically significant negative correlation between e-learning anxiety and self-efficacy and statistically significant negative correlation between e-learning anxiety and e-learning readiness. However, there was statistically significant positive correlation between self-efficacy and e-learning readiness. Finally, it revealed that self-efficacy could be negatively predicted by e-learning anxiety but e-learning readiness could be positively predicted by self-efficacy. The results were interpreted in light of the theoretical background and previous studies. The research ended with providing some recommendations and research suggestions

Keywords

References

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