Students’ Self-Efficacy and Motivation in Emergency Remote Learning

Abstract

Quick transformation of class activities to an online format in the middle of the term due to the pandemic of COVID-19 caused a lot of attention of educators worldwide. They stated that there is a difference between online learning (e-learning) and ‘emergency remote learning’, the main defining feature being their design. It was assumed that rapid transition to the new format of studying affected students and their attitude to studying, some of them having reported that their self-efficacy and motivation was affected by emergency remote learning. The main purpose of this study was to collect specific information about students’ self-efficacy and motives that make them to continue studying and attend remote classes. This includes comparing the levels of self-efficacy of the same group before and after their transition to emergency remote learning. The sample of 75 students responded to the questionnaire devised to assess the level of self-efficacy and distinguish the motives to attend distance classes. The findings demonstrate that students’ levels of self-efficacy in 2019 and 2020 are moderate. However, no statistically significant differences were found between the levels of self-efficacy of this group (z = 1.177). As a result, this group of students possesses the same level of self-efficacy before and during the emergency remote learning. The most reported motive to attend classes is pleasure of studying and desire to solve difficult tasks.