The influence of self-efficacy and satisfaction with e-learning on academic performance among nursing students: a multisite study

BACKGROUND: Academic performance and self-efficacy are closely related within educational systems. Students with higher self-efficacy across various subject areas typically exhibit higher academic achievement and students who adopt a variety of learning strategies are more likely to demonstrate high-order learning behaviors and skills. However, evidence on the relationships among e-learning satisfaction, self-efficacy, and academic performance remains inconclusive. This study was guided by Albert Bandura’s theory of self-efficacy. AIM: This study aimed to assess self-efficacy, satisfaction with e-learning, and perceived academic performance among nursing students engaged in synchronous virtual learning. METHODS: This was a multisite cross-sectional, correlational, study. The authors adhered to the Strengthening the Reporting of Observational Studies in Epidemiology (STROBE) checklist. A convenience sampling method was used to recruit the participants from different universities nationwide. Data were collected from 163 nursing students using the student outcome survey, General Self-Efficacy Scale (GSE), and perceived academic performance scale. Data were analyzed using independent sample t-test, Pearson’s product moment correlation, and multiple linear regression. RESULTS: The overall e-learning satisfaction was relatively low. Participants generally reported moderate to high levels of general self-efficacy. Undergraduate students had greater satisfaction with e-learning (M= 3.06, SD = .69, p<.01) and higher perceived academic performance (M= 3.46 , SD= .67, p <.05) compared to graduate students. General self-efficacy was significantly associated with satisfaction with e-learning (r = .579, p < .001) and academic performance (r = .511, p < .001). The regression analysis explained 35% of the variance and indicated that both general self-efficacy (β = 0.047, p<.001) and satisfaction with e-learning (β = .37, p <.001) were significantly associated with perceived academic performance. CONCLUSIONS: The present results underscore the critical roles of self-efficacy and e-learning satisfaction in relation to academic performance, which is consistent with Bandura’s self-efficacy theory. These insights can inform targeted interventions to strengthen these factors, ultimately improving nursing students’ academic performance and overall e-learning satisfaction