Online learning self-efficacy and academic stress as predictors of online learning engagement among university students

Abstract

Online learning has become a central mode of instruction in higher education, making student engagement a critical factor for learning effectiveness and academic success. This study examines the relationships among online learning self‑efficacy, academic stress and online learning engagement among university students. Using a quantitative, cross‑sectional research design, data were collected through a structured questionnaire administered to undergraduate students. After data screening, 143 valid responses were analysed using descriptive statistics, Pearson correlation analysis and multiple regression analysis. The correlation results indicate that online learning self‑efficacy is strongly and positively associated with online learning engagement, while academic stress shows a weak but significant negative relationship with engagement. However, multiple regression analysis reveals that online learning self‑efficacy is the only significant predictor of online learning engagement, whereas academic stress does not exert an independent effect when self‑efficacy is taken into account. These findings highlight the central role of students’ confidence in their online learning abilities in sustaining engagement and suggest that enhancing self‑efficacy may be more effective than stress‑focused interventions alone in promoting active participation in online learning environments.