Kaila Mei Muñoz, Ma. Arnella Lozano, Princess Diane Guintu, Irvin Jither Garcia, Justin Vianey Embalsado


The distress and anxiety brought about by the academic demands negatively influences student performance during the abrupt shift to full-online classes. However, the literature indicates that self-efficacy significantly alleviates the negative effect of distress and anxiety.The current study aims  to determine the relationship of COVID-19 related distress and academic self-efficacy as well as investigate if anxiety is a moderator that aggravates the distress of Angeles University Foundation college students. A total of 223 college students’ participants were acquired from a voluntary convenience sample and participants answered the questionnaires through Google Forms, namely: The Online Learning Self-Efficacy (OLSE), The Kessler Psychological Distress Scale (K6), and The Coronavirus Pandemic Anxiety Scale (CPAS-11). Additionally, all statistical analyses were conducted using SPSS 23. Moreover, the hierarchical regression was conducted to determine if COVID-19 distress predicted academic self-efficacy (ASE) with anxiety as the moderator. The findings indicate that COVID-19 distress and anxiety negatively affect the beliefs of the students in their capacity to perform academic tasks.   However, evidence failed to support the moderating role of anxiety between Covid-19 distress and academic self-efficacy.


academic self-efficacy; anxiety; covid-19 distress; college students

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