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Self-Efficacy in the Prediction of GPA and Academic Computer Use in Undergraduate Translation Students at a Saudi University

Since the beginning of the COVID-19 pandemic, academic institutions have faced the challenge of understanding the social-psychological features that produce better academic performance among translation students in an online learning environment. Although self-efficacy is widely studied in a variety...

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Detalles Bibliográficos
Autor principal: Brashi, Abbas
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9207399/
https://www.ncbi.nlm.nih.gov/pubmed/35734457
http://dx.doi.org/10.3389/fpsyg.2022.865581
Descripción
Sumario:Since the beginning of the COVID-19 pandemic, academic institutions have faced the challenge of understanding the social-psychological features that produce better academic performance among translation students in an online learning environment. Although self-efficacy is widely studied in a variety of teaching and learning models, few studies have examined self-efficacy in regard to translation students. This empirical study aims to examine the roles of general self-efficacy and computer self-efficacy in terms of the academic achievement and computer use of translation students during the COVID-19 pandemic. The participants included 83 undergraduate translation students at the English Language Department of Umm Al-Qura University, Saudi Arabia. They completed the General Self-Efficacy Scale and Computer Self-Efficacy Scale questionnaires. The results found self-efficacy scores were a significant predictor of overall GPA scores, highly predictive of computer self-efficacy, and also predicted an increased typing frequency and computer usage. This study suggests that translation students with greater levels of self-efficacy will be more likely to possess social-psychological features that align with the independent, self-directed nature of online learning environments.