I Believe I Can Try: Self-Efficacy, Pandemic Behaviors, Coping, and Learning

While colleges and universities grapple with delivering instruction face-to-face during the pandemic, there is still a lot to learn from remote teaching experiences. The present study aimed to predict self-reported learning during the first year of the pandemic. Building on previous scholarship on the topic, we focus on the moderating effects of self-efficacy, and the mediating effects of coping styles on the relationship between stress and self-reported learning experiences. We also included self-perceptions of class effort, the instructor, and changes in class, personal, professor, and health behaviors. Students ( = 272) in Introductory Psychology classes participated in an online survey as part of a class research requirement. Analyses demonstrated that self-efficacy predicted differences in many measures associated with learning and predicted learning over and above all other variables entered in a hierarchical regression. The relationship between stress and learning was mediated by coping, but not moderated by self-efficacy. These results suggest student beliefs about their ability to perform online are important to learning outcomes, but coping mechanisms mediate the relationship of stress and learning. Especially while teaching during pandemic times using different modalities, instructors will do well to directly address students' perceptions of their own ability and build self-efficacy.