| Abstract | Previous research, mostly conducted in educational and positive psychology, has shown that
self-efficacy beliefs predict happiness and well-being. However, very limited research has
investigated the relationship between online learning self-efficacy and subjective well-being
during the COVID-19 pandemic. Thus, this study examined the relationship between college
students’ online learning self-efficacy and subjective well-being. It also tested whether college
students’ online learning self-efficacy and subjective well-being scores differed based on
gender, COVID-19-related anxiety, and perceived impact of COVID-19 on daily life. One hundred
sixty-five Turkish college students (mean age = 24; 98 females) completed a socio-demographic
form, as well as the Online Learning Self-Efficacy Scale (OLSES) and Subjective Well-Being Scale
(SWBS). Higher scores from OLSES and SWBS indicate higher levels of self-efficacy and wellbeing, respectively. In addition, COVID-19-related questions were composed of two items:
“How did you observe your anxiety level during the COVID-19 process?” (Rated as ‘No anxiety’,
‘Low anxiety’, and ‘High anxiety’) and “To what extent has COVID-19 affected your daily life?”
(Rated as ‘Not at all’, ‘Very little’, ‘Somewhat’, and ‘To a great extent’). Data were analyzed by
performing one-way MANOVA, correlation and regression analysis. Results showed that college
students’ online learning self-efficacy and subjective well-being scores did not differ based on
gender, COVID-19-related anxiety, and perceived impact of COVID-19 on daily life. Yet, online
learning self-efficacy was associated with subjective well-being in a positive direction. Besides,
all three subscales of OLSES (learning in the online environment, time management, and
technology use) had a positive association with SWBS. Results of the linear regression analysis
revealed that online learning self-efficacy served as a predictor for subjective well-being. These
results may be incorporated into interventions to promote well-being in online education
during the COVID-19 pandemic.
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