Abstract
Online learning self-efficacy is associated with significant psychological outcomes among college students. Nevertheless, research on investigating self-efficacy among college students during COVID-16 pandemic is limited. The aim of the present study was to investigate the role of self-efficacy beliefs regarding online learning in predicting subjective well-being of college students. One hundred and sixty-five college students were recruited for the study. Participants completed the Online Learning Self-Efficacy Scale (OLSES), the Subjective Well-Being Scale (SWBS), as well as a socio-demographic information form including items about COVID-19-related anxiety and perceived impact of COVID-19 on daily life. Regression analyses showed that overall self-efficacy predicted the subjective well-being scores. However, only time management subdimension of self-efficacy predicted subjective well-being. Our findings indicate that high levels of self-efficacy beliefs, and, in particular beliefs regarding time management, are associated with elevated levels of subjective well-being among college students. Interventions regarding self-efficacy in online learning environments may aid college students who have lower levels of subjective well-being during COVID-19.
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