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

Abstract

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.

Keywords

• e-learning
• learning motivation
• self-efficacy
• academic stress