Understanding the Dynamics of Social Support, Self-efficacy, and Academic Stress in the Context of Online Learning: Evidence from Undergraduate Students

Abstract

Engaging in remote learning presents substantial challenges, particularly in emergencies such as a Covid outbreak. The transition to online teaching can introduce additional stressors. This study investigated the association between social support, self-efficacy, and academic stress among undergraduate students. Furthermore, it sought to identify predictors of academic stress during online learning and examine the mediating role of social support in the relationship between online self-efficacy and academic stress. This study uses a convenience sample of 200 undergraduate students – 138 females (69%) and 62 males (31%), aged between 18 and 24 years. Data were collected using the social support scale, online self-efficacy scale, and academic stress scale. Bivariate correlation analysis revealed a negative correlation between family support and academic stress, while no significant correlations were observed with friends’ or significant others’ support. Moreover, no significant correlation was found between online self-efficacy and academic stress. Results also indicated a positive correlation between online self-efficacy and all dimensions of social support. Multiple regression analysis demonstrated that a combination of online self-efficacy and social support could predict academic stress. In conclusion, social support is pivotal in mitigating academic stress during emergency remote learning.
 Keywords: academic stress, online self-efficacy, social support