فهرست مطالب mahdis rezaei rad

During the covid-19 epidemic, the use of online electronic education in Islamic Azad University centers grew especially. The use of this educational system among the students of these centers was considered new and associated with educational consequences. Therefore, on this basis, the present study was conducted with the aim of investigating the relationship between self-efficacy with self-regulated learning in virtual education of students during the epidemic of Covid-19.

This study was conducted with a descriptive correlational method. The statistical population was all the nursing and midwifery students of the nursing and midwifery faculties of the Islamic Azad University of Mazandaran province, in the number of 1248 people, of which 297 people were selected by stratified random sampling according to the Karajesi and Morgan table (midwifery = 125 people and nursing = 172 people). The research tools are Pinterich and Diegrot's (1990) self-regulation learning strategies questionnaires with 47 items and Scherer's (1982) general self-efficacy questionnaires with 17 items. In order to analyze the data, descriptive tests such as mean, standard deviation and Pearson's correlation coefficient were used. All statistical topics were analyzed using SPSS version 23 statistical software and significance level (p<0.05).

Resuls: 

The results showed that between self-efficacy and its dimensions (effort, perseverance, and initiative) with self-regulation learning (p<0.001) and its dimensions (internal goal orientation (p<0.001), task value (There is a significant positive (direct) relationship between critical thinking (p<0.001) and critical thinking (p<0.001) in online courses.

In general, it can be concluded that with the increase in self-efficacy, the level of self-regulated learning in nursing and midwifery students increases. Therefore, one effective way to increase students' self-regulated learning in online courses is to pay attention and focus on their self-efficacy.