THE EFFECT OF E-LEARNING AND LEARNING MOTIVATION ON ACADEMIC STRESS WITH SELF-EFFICACY AS A MEDIATION VARIABLE DURING THE COVID-19 PANDEMIC

This study aims to examine the effect of e-learning and learning motivation on academic stress with self-efficacy as a mediation variable during the covid-19 pandemic. The data collection technique used a proportional random sampling of 280 respondents who were divided into Junior High School at one...

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Autores principales:	Atiyah, Adam M., Zunaidah
Formato:	article
Lenguaje:	EN RU
Publicado:	Russian Journal of Agricultural and Socio-Economic Sciences 2021
Materias:	e-learning learning motivation self-efficacy academic stress Agriculture (General) S1-972
Acceso en línea:	https://doaj.org/article/aed89648ca3940eeb458f0acbcd10ab3
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spelling	oai:doaj.org-article:aed89648ca3940eeb458f0acbcd10ab32021-11-03T19:07:58ZTHE EFFECT OF E-LEARNING AND LEARNING MOTIVATION ON ACADEMIC STRESS WITH SELF-EFFICACY AS A MEDIATION VARIABLE DURING THE COVID-19 PANDEMIC10.18551/rjoas.2021-10.022226-1184https://doaj.org/article/aed89648ca3940eeb458f0acbcd10ab32021-10-01T00:00:00Zhttps://doaj.org/toc/2226-1184This study aims to examine the effect of e-learning and learning motivation on academic stress with self-efficacy as a mediation variable during the covid-19 pandemic. The data collection technique used a proportional random sampling of 280 respondents who were divided into Junior High School at one of the Junior High School in South Sumatra, Indonesia. Data analysis used the Structural Equation Modeling (SEM-AMOS) method with AMOS-23 software. The novelty of this study combines the four variables of e-learning, learning motivation, self-efficacy and academic stress in one research variable. The results of this study indicate that the variables e-learning and learning motivation have a positive and significant direct effect on self-efficacy. E-learning has no effect on academic stress. Learning motivation have a direct and significant impact on academic stress; self-efficacy can significantly mediate the effect between e-learning and learning motivation for academic stress. The weakness of the research is the small number of samples and the possibility of high subjectivity in respondents' answers. Future research is suggested to broaden the scope of respondents.AtiyahAdam M.ZunaidahRussian Journal of Agricultural and Socio-Economic Sciencesarticlee-learninglearning motivationself-efficacyacademic stressAgriculture (General)S1-972ENRURussian Journal of Agricultural and Socio-Economic Sciences, Vol 118, Iss 10, Pp 13-22 (2021)
institution	DOAJ
collection	DOAJ
language	EN RU
topic	e-learning learning motivation self-efficacy academic stress Agriculture (General) S1-972
spellingShingle	e-learning learning motivation self-efficacy academic stress Agriculture (General) S1-972 Atiyah Adam M. Zunaidah THE EFFECT OF E-LEARNING AND LEARNING MOTIVATION ON ACADEMIC STRESS WITH SELF-EFFICACY AS A MEDIATION VARIABLE DURING THE COVID-19 PANDEMIC
description	This study aims to examine the effect of e-learning and learning motivation on academic stress with self-efficacy as a mediation variable during the covid-19 pandemic. The data collection technique used a proportional random sampling of 280 respondents who were divided into Junior High School at one of the Junior High School in South Sumatra, Indonesia. Data analysis used the Structural Equation Modeling (SEM-AMOS) method with AMOS-23 software. The novelty of this study combines the four variables of e-learning, learning motivation, self-efficacy and academic stress in one research variable. The results of this study indicate that the variables e-learning and learning motivation have a positive and significant direct effect on self-efficacy. E-learning has no effect on academic stress. Learning motivation have a direct and significant impact on academic stress; self-efficacy can significantly mediate the effect between e-learning and learning motivation for academic stress. The weakness of the research is the small number of samples and the possibility of high subjectivity in respondents' answers. Future research is suggested to broaden the scope of respondents.
format	article
author	Atiyah Adam M. Zunaidah
author_facet	Atiyah Adam M. Zunaidah
author_sort	Atiyah
title	THE EFFECT OF E-LEARNING AND LEARNING MOTIVATION ON ACADEMIC STRESS WITH SELF-EFFICACY AS A MEDIATION VARIABLE DURING THE COVID-19 PANDEMIC
title_short	THE EFFECT OF E-LEARNING AND LEARNING MOTIVATION ON ACADEMIC STRESS WITH SELF-EFFICACY AS A MEDIATION VARIABLE DURING THE COVID-19 PANDEMIC
title_full	THE EFFECT OF E-LEARNING AND LEARNING MOTIVATION ON ACADEMIC STRESS WITH SELF-EFFICACY AS A MEDIATION VARIABLE DURING THE COVID-19 PANDEMIC
title_fullStr	THE EFFECT OF E-LEARNING AND LEARNING MOTIVATION ON ACADEMIC STRESS WITH SELF-EFFICACY AS A MEDIATION VARIABLE DURING THE COVID-19 PANDEMIC
title_full_unstemmed	THE EFFECT OF E-LEARNING AND LEARNING MOTIVATION ON ACADEMIC STRESS WITH SELF-EFFICACY AS A MEDIATION VARIABLE DURING THE COVID-19 PANDEMIC
title_sort	effect of e-learning and learning motivation on academic stress with self-efficacy as a mediation variable during the covid-19 pandemic
publisher	Russian Journal of Agricultural and Socio-Economic Sciences
publishDate	2021
url	https://doaj.org/article/aed89648ca3940eeb458f0acbcd10ab3
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THE EFFECT OF E-LEARNING AND LEARNING MOTIVATION ON ACADEMIC STRESS WITH SELF-EFFICACY AS A MEDIATION VARIABLE DURING THE COVID-19 PANDEMIC

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