Factors Influencing Students’ Academic Performance in Online Courses During the COVID-19 Pandemic

Ruri Nurul Aeni Wulandari (Office Administration Education Universitas Negeri Surabaya Ketintang St, Surabaya, East Java, 60213, Indonesia)
Brillian Rosy (Office Administration Education Universitas Negeri Surabaya Ketintang St, Surabaya, East Java, 60213, Indonesia)
Novi Trisnawati (Office Administration Education Universitas Negeri Surabaya Ketintang St, Surabaya, East Java, 60213, Indonesia)
Jaka Nugraha (Office Administration Education Universitas Negeri Surabaya Ketintang St, Surabaya, East Java, 60213, Indonesia)
Fitriana Rahmawati (Office Administration Education Universitas Negeri Surabaya Ketintang St, Surabaya, East Java, 60213, Indonesia)

Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan
Vol 8, No 2: FEBRUARY 2023

This study aims to investigate how online learning self-efficacy, self-regulated learning, and achievement motivation affect students' academic performance in online courses during the COVID-19 pandemic. The study participants were students from the Office Administration Education Study Program at Universitas Negeri Surabaya. We used structural equation modeling (SEM) to measure the direct and indirect effects of the structural model. The results show that online learning self-efficacy positively affects self-regulated learning, achievement motivation, and academic performance. However, self-regulated learning and achievement motivation do not affect academic performance, and also do not mediate the relationship between online learning self-efficacy and academic performance.