Designing a Model of Optimal Online Learning Based on Academic Self-Efficacy and Self-Regulated Learning Strategies with the Mediation of Academic Adjustment

This study aimed to design a model of optimal online learning based on academic self-efficacy and self-regulated learning strategies with the mediation of academic adjustment. This research was applied in terms of purpose and the descriptive-correlational method. The statistical population of the research consisted of all the students of the Islamic Azad University of Ahvaz branch in the academic year 2021-2022, and 300 people were selected and studied by the purposive sampling method. To collect data Online Education Questionnaire(Kim et al., 2005, OEQ), Academic Self-Efficacy Questionnaire(Jinks & Morgan, 1999, ASEQ), Self-Regulated Learning Strategies Questionnaire(Karmi et al., 2006, SRLSQ), Educational Compatibility Questionnaire(Baker & Seriak, 1984, ECQ) were used. The data were analyzed by the path analysis method. The research findings showed that the path coefficient of the direct effect of academic self-efficacy and metacognitive learning strategies on academic adjustment is significant (p<0/05). Also, the path coefficient of the direct effect of academic self-efficacy, cognitive learning strategies, metacognitive learning strategies, and academic adjustment on online learning is significant(p<0/05). The indirect effect of academic self-efficacy, cognitive learning strategies, and metacognitive learning strategies on online learning was significant through academic adjustment(p<0/05), and the effect of cognitive learning strategies on optimal online learning was not significant through academic adjustment. The model has a flattering fit. It can be concluded that to increase the effect of academic self-efficacy and self-regulated learning strategies on the optimal online learning of students, it is possible to focus on strengthening academic adjustment.