Analysis of the Relationship between the Attitude and the Online Learning Self-Efficacy and the Satisfaction of Agricultural Students with Online Learning

Document Type : Original Article

Authors

1 Associate Professor, Department of Natural Sciences, Faculty of Encyclopedia Compiling, Institute for Humanities and Cultural Studies, Tehran, Iran

2 Assistant Professor, Department of Medicinal Plants, Faculty of Agriculture and Environment, Arak University, Arak, Iran

10.22091/jrim.2025.12570.1239

Abstract

This study aimed to analyze the relationships between attitudes toward online learning, online learning self-efficacy, and students’ satisfaction in the field of agriculture. Utilizing a descriptive research design, the study targeted B.Sc. students at the Faculty of Agriculture, Arak University (N=230), from which a sample of 112 participants was selected via simple random sampling. Data were collected using a researcher-developed questionnaire, with validity and reliability confirmed through expert panel review and Cronbach’s alpha coefficient, respectively. Findings indicated that while students held high positive attitudes toward online learning, their levels of self-efficacy and satisfaction were moderate. Correlation analysis demonstrated positive and significant relationships among attitudes, self-efficacy, and satisfaction. Furthermore, stepwise regression analysis revealed that attitude and self-efficacy significantly predicted 29% of the variance in students’ online learning satisfaction. These findings provide a baseline for strategies aimed at enhancing student satisfaction in online learning environments.

Keywords


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