The Role of Computer Self-Efficacy in High School Students’ E-Learning Anxiety - A Mixed-Methods Study

Oct 15, 2026

Uploaded by nayy☆

E-learning anxiety is a key determinant of student success in online courses, and computer self-efficacy (CSE) may shape this anxiety. A mixed-methods study examines the role of CSE in Iranian high school students’ e-learning anxiety, using 410 participants for the quantitative phase and 30 for qualitative interviews. Data come from a CSE questionnaire, an e-learning anxiety in online classes questionnaire, and semi-structured interviews, analyzed via correlation, multiple regression, and content analysis.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages14

Reading Time35 min

AccessFree to download

Abstract

Introduction

Literature Review

Computer Self-Efficacy

The Role of Computer Self-Efficacy in High School Students’ E-Learning Anxiety: A Mixed-Methods Study Zeinab Azizi Teaching English and Linguistics Department, University of Ayatollah Ozma Borujerdi, Borujerd City, lran ORCID: 0000-0002-7492-1932 Afsheen Rezai Teaching English and Linguistics Department, University of Ayatollah Ozma Borujerdi, Borujerd City, lran ORCID: 0000-0001-9010-0168 Ehsan Namaziandost University of Applied Science and Technology, Khuzestan, Ahvaz, Iran Mehrarvand Institute of Technology, Abadan, Iran ORCID: 0000-0002-8393-2537 Shouket Ahmad Tilwani Department of English, College of Science and Humanities, Prince Sattam Bin Abdulaziz University, Al-Kharj, 11942, Saudi Arabia ORCID: 0000-0002-8608-5134 Received: 9 Oct 2021 Accepted: 16 Jan 2022 Abstract E-learning anxiety plays a key role in students’ success in online courses. One of the factors that may affect students’ e-learning anxiety is computer self-efficacy (CSE) . However, the role of CSE in high school students’ e-learning anxiety has remained unexplored in the Iranian context. Therefore, the present mixed-methods study purports to explore the role of CSE in Iranian high school students’ e-learning anxiety. To this end, for the quantitative part, 410 female high school students were selected, as well as for the qualitative part, 30 female high school students were selected using a random sampling method. The required data were collected using a computer self-efficacy questionnaire, an anxiety in online classes questionnaire, and semi-structured interviews. The collected data were analyzed through a Pearson correlation analysis, a multiple-regression analysis, and a content analysis. Results revealed a strong negative correlation between the students’ CSE and e-learning anxiety. Further, the findings documented that the factors of CSE (i.e., beginning skills, mainframe skills, and advanced skills) determined the highschool students’ e-learning anxiety. Moreover, the complementary qualitative findings yielded four overarching themes: ‘promoted digital literacy’, ‘increased problem-solving’, ‘increased learning satisfaction’, and ‘enhanced self-regulated learning’. Finally, a range of implications is suggested for different stakeholders. Keywords: computer self-efficacy, e-learning anxiety, content analysis, high school students, online classes INTRODUCTION It is over two decades that education centers have tried to offer a part of their educational programs online. This is due to the growing requests on the part of students to enroll in online courses (Allen & Seaman, 2017) and the appealing learning opportunities offered to students in online courses (Alqurashi, 2016) . Considering the sustained demand to enroll in online courses, it is essential to do research to verify the factors determining university students’ success in online courses. One of these factors is anxiety. Similar to face-toface classes, students in online classes may experience anxiety which is due to the use of computers and technology devices. It is a reality that using computers and technology devices may generate some unpleasant feelings. These include strong, negative emotional states arising when a student is interacting with computers and technology devices to learn online (Saadé & Kira, 2009) . In actual fact, as Zhou and Yu (2021) note, emotional states such as confusion, anger, anxiety, and frustration affect a student’s interactions with computers and technology devices, learning, productivity, and overall well-being. In this regard, we can define e-learning anxiety as a feeling of being apprehensive or fearful when learning in online classes. However, it should be stressed that students’ e-learning anxiety is a notion that may be shaped and affected by other factors such as CSE. According to Alqurashi (2016), CSE is an individual’s level of confidence to use computers to do a task or handle a challenge. If university st

FAQs

What is the main focus of the study?

The study investigates how computer self-efficacy (CSE) relates to high school students’ e-learning anxiety in Iranian online learning contexts.

How were participants selected for the quantitative and qualitative parts?

The quantitative phase included 410 female high school students, and the qualitative phase included 30 female high school students selected using random sampling.

What statistical and analytical methods were used?

The study used Pearson correlation and multiple regression for quantitative data, and content analysis for qualitative findings from semi-structured interviews.

Oct 15, 2026

Uploaded by nayy☆