Psychological Flow and Academic Self-Efficacy in Coping with Online Learning during COVID-19 Pandemic
Abstract
This study aimed to identify psychological flow level and its relationship to student’s academic self-efficacy toward online learning in Jordanian universities during the COVID-19 outbreak. Psychological flow is achieved when students dissolve in the tasks with a state of euphoria and forget themselves while engaging in mental processes. It affects academic self-efficacy and beliefs about their competence in academic performance situations. A questionnaire consisting of a psychological flow scale and an academic self-efficacy scale was used to collect data. The means, standard deviations, and analysis of variance (T) were used to determine the statistical significance of the apparent differences. The Z-Fisher test was used to detect the statistical significance of the difference in Pearson's correlation coefficient. The study sample consisted of 652 students at Al-Balqa Applied University. The results showed that students enjoy a high level of psychological flow and academic self-efficacy. They showed no differences in the psychological flow and academic self-efficacy due to “gender” and “academic level” variables. The results indicated that the relationship between psychological flow and academic self-efficacy was strong and favored males. Moreover, there was a positive relationship between the psychological flow and academic self-efficacy. The study recommends university lecturers to educate students about the importance of psychological flow and academic self-efficacy. This can be done by creating certain conditions that can help students have a stable state of psychological flow to help them study, learn, and prepare for exams more effectively.
Keywords: academic self-efficacy, COVID-19 pandemic, Jordanian University students, online learning, psychological flow.
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