Students' Online Learning Satisfaction, Self-efficacy and Academic Performance

Abstract

This study aims to find out whether there is a correlation between any two of the three factors including the academic performance, online learning self-efficacy, and online learning satisfaction of younger students and explores what factors students think would hinder them from learning online and how are they going to deal with it. In this study, 100 students who were in their fifth, sixth, and seventh grades from the Zhaiyingdajie Elementary School and the Affiliated Middle School of Beijing Normal University in Shijiazhuang City, Hebei Province were recruited to complete the designed questionnaire. The data were analyzed through the software SPSS 26. The results of the correlational analysis show that students' online learning self-efficacy has a positive correlation with both academic performance and online learning satisfaction. Also, two factors including "bad network connection" and "poor self-discipline" are considered to be of great influence on students online study, both of which are difficult for students to overcome on their own. Overall, the study reveals that students who have a higher level of confidence in their online learning capacities tend to perform better academically and be more satisfied with the overall online courses, while students with higher satisfaction rates may not necessarily receive better academic outcomes.