The effect of virtual education on the academic progress and self-efficacy of the students of the University of Rehabilitation Sciences and Social Health

The purpose of this article is the effect of virtual education on the academic progress and self-efficacy of the students of the University of Rehabilitation Sciences and Social Health. The present research is of applied type, cross-sectional survey and also correlation. The statistical population of this research is made up of all students of the University of Rehabilitation Sciences and Social Health, whose number is 1700. In this regard, 313 people were selected as a sample using Cochran's formula. In this research, academic progress has 5 components: self-efficacy, emotional effects, planning, lack of outcome control, and motivation. Also, virtual education consists of three components: system quality, information quality, and service quality. A standard questionnaire was used to collect information and finally the collected data were analyzed using SPSS and smartPLS software. The results showed that virtual education has a positive and significant effect on the academic progress and self-efficacy of the students of the University of Rehabilitation Sciences and Social Health. Also, among the components of virtual education, the effect of service quality and system quality on self-efficacy and academic progress has been confirmed, and the effect of information quality component was not significant.