Abstract

E-learning anxiety plays a key role in students’ success in online courses. One of the factors that may affect students’ e-learning anxiety is computer self-efficacy (CSE). However, the role of CSE in high school students’ e-learning anxiety has remained unexplored in the Iranian context. Therefore, the present mixed-methods study purports to explore the role of CSE in Iranian high school students’ e-learning anxiety. To this end, for the quantitative part, 410 female high school students were selected, as well as for the qualitative part, 30 female high school students were selected using a random sampling method. The required data were collected using a computer self-efficacy questionnaire, an anxiety in online classes questionnaire, and semi-structured interviews. The collected data were analyzed through a Pearson correlation analysis, a multiple-regression analysis, and a content analysis. Results revealed a strong negative correlation between the students’ CSE and e-learning anxiety. Further, the findings documented that the factors of CSE (i.e., beginning skills, mainframe skills, and advanced skills) determined the high school students’ e-learning anxiety. Moreover, the complementary qualitative findings yielded four overarching themes: ‘promoted digital literacy’, ‘increased problem-solving’, ‘increased learning satisfaction’, and ‘enhanced self-regulated learning’. Finally, a range of implications is suggested for different stakeholders.

Highlights

  • It is over two decades that education centers have tried to offer a part of their educational programs online

  • This study aims to further our understanding of the effects of computer self-efficacy (CSE) on e-learning anxiety on online courses both quantitatively and qualitatively

  • One of the students quoted: “I think that there is a direct relationship between my computer self-efficacy and digital literacy

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Summary

Introduction

It is over two decades that education centers have tried to offer a part of their educational programs online. Azizi et al / Contemporary Educational Technology, 2022, 14(2), ep356 the sustained demand to enroll in online courses, it is essential to do research to verify the factors determining university students’ success in online courses As Zhou and Yu (2021) note, emotional states such as confusion, anger, anxiety, and frustration affect a student’s interactions with computers and technology devices, learning, productivity, and overall well-being. In this regard, we can define e-learning anxiety as a feeling of being apprehensive or fearful when learning in online classes

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