Psych Educ, 2022, Document ID: PEMJ0, doi: 10.5281/zenodo.

6654365
Research Article

Amidst the Online Learning: The Self-Efficacy and Its Relationship to the
Anxiety Among Senior High School Students

Janet Ocbian*, Jenymae Murot, Angela Mae Alejo, Jhoselle Tus

For affiliations and correspondence, see the last page.

Abstract
Due to the school closures, all face-to-face education was halted, compelling institutions to
rapidly transition to online learning. The approach to online learning may be challenging. The
students' home learning environment was the most challenging impediment, whereas technical
knowledge and skill presented the least difficulties. Thus, this study investigates the relationship
between self-efficacy and anxiety among senior high school students in public schools amidst the
online learning modality. Moreover, the statistical analysis manifested a significant relationship
between self-efficacy and anxiety among senior high school students in implementing an online
learning modality (r=.117).

Keywords: Anxiety, Self-efficacy, Online Learning, COVID-19 Pandemic, Senior High

SchoolStudents

Introduction
Many aspects of life have been affected by the
COVID-19 epidemic, including educational systems
throughout the world. Due to the school closures, all
face-to-face schooling was halted, requiring
institutions to move to online instruction immediately.
The online learning approach may be complicated.
Traditional education systems are one of the victims of
COVID-19, according to Mateo (2020); with high-risk
transmission among youth, schools are temporarily
suspended as the virus spreads fast throughout
countries. As a result, education throughout the world,
including in the Philippines, has turned away from
face-to-face meetings and online learning, allowing
students to complete their education from the comfort
of their own homes. However, according to Mamolo
(2022), student mathematical interest and self-efficacy
have declined. This might be because everything takes
place in a virtual setting. Students may find it difficult
to ask their professors or classmates for help if they
have trouble with a topic. Furthermore, the poor
Internet connection, which is an issue in the nation,
may have contributed to the loss of motivation and
self-efficacy and the maintenance of anxiety levels.
Recently, an unprecedented health crisis has hit the
educational system, shattering its foundation. Students'
home learning environment was the most challenging
obstacle, whereas technical knowledge and skill
offered the slightest difficulty. According to students'
comments, the pandemic has exacerbated their
problems, particularly work, mobility, funds, and
learning. According to Barrot et al. (2021), when it
comes to the eyes and head, if the class session lasts 3
hours straight in front of the device, the sights and
head suffer, resulting in bodily discomfort and
headaches. Students also reported specific difficulties
they encountered when taking online classes. Anxiety,
sadness, an unpleasant home learning environment,
and inadequate Internet connectivity are all factors that
are worsened when students are marginalized and from
distant places (Kapasia et al., 2020). Learners with
more substantial self-efficacy views have less anxiety,
whereas those with weaker self-efficacy beliefs have
more speaking anxiety (Barkanyi, 2021).
Hood Barrickman et al. (2021) study the relationship
between self-efficacy and anxiety feel that social
anxiety and academic self-efficacy are connected to
how students perceive and perform in an active-
learning environment. According to the findings,
students in the online teaching style had a substantial
decline in motivation and self-efficacy while retaining
"High Anxiety" levels (Mamolo, 2022). Qudsyi et al.
(2016), on the other hand, found a substantial negative
association between self-efficacy and National
examination anxiety among students. In their study,
Yang et al. (2020) found that two categories of
scientific self-efficacy, as measured by scientific
learning ability and scientific learning behavior, were
adversely linked with cognitive anxiety.
Moreover, this study investigates the significant
correlation between self and anxiety among senior
high school students during online learning. Another
goal of this research was to see how COVID-19
influenced students' online learning difficulties. The
study's third goal is to find out what solutions students

Janet Ocbian
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Research Article
utilized to overcome the different online learning
problems they faced. Trying to address these
challenges would reveal the entire magnitude of the
difficulties students confront in a fully online learning
environment, especially in the epidemic context. In
addition, it will educate students about current events
and experiences related to the pandemic.
Research Question
This study investigates the relationship between self-
efficacy and anxiety among senior high school
students in public schools amidst the online learning
modality. Specifically, it answer the following
question:
1. Is there a significant relationship between self-
efficacy and anxiety among senior high school
students?
Literature Review
Self-Efficacy
Those with low overall self-efficacy can have more
difficulty completing a task than those with higherself-
efficacy (Wilde, 2020). Individuals having low self-
efficacy can negatively compare themselves with other
people. With it, they limit the ability to improve their
self-efficacy levels.
Furthermore, Tus (2020) studied the impact of self-
efficacy on the academic achievement of Grade 12
students was stated. According to the study, the
students had a high level of self-efficacy. In addition,
the study discovered that students are more likely to be
tough and willing to overcome any obstacles to learn
and perform well on their exams. They are highly
motivated because they are eager to learn new things
and implement new ideas. On the other hand, students
should not be discouraged from developing their self-
efficacy, even if it has little bearing on their academic
success.
According to Malkoc et al. (2018), self-efficacy is not
how much a person likes or values themselves;
instead, having confidence in their ability to get their
desired goals is what self-efficacy is.
Further, self-efficacy's role in the students' academic
performance is an essential factor in its improvement
(Yokoyama, 2019). According to Cusso-Calabuig et
al. (2018), self-efficacy's important in predicting a
student's outcome in e-learning by saying that a
Janet Ocbian
student's self-efficacy in Information and
Communications Technology or ICT has an influence
that is significant enough on a person's academic
success in the new normal system.
Afifah et al. (2021) explained that self-efficacy having
a positive relationship with the learner's performance
could influence the learner's behavior and influence
their objectives, assumptions, ways of behaving, and
even their perspective and perceptions regarding
barriers and possibilities in situations.
According to Agustiani et al. (2016), the self-efficacy
and the development of a student's personality can
affect their academic success. The study discovered
that a student's learning accomplishment, personality
development, and self-efficacy positively correlate
with each other. In other words, if a student performs
well on one variable, they may also perform well on
the remaining two variables or vice versa. As opposed
to it, individuals with high self-efficacy are better than
a student who has low self-efficacy in choosing
challenging activities to complete and maintain their
learning goals.
In certain situations, like events exceeding a person's
own capabilities, their self-efficacy can lower, leading
to stress generation (Piergiovanni et al., 2018). It is
required to have a coping strategy in such situations to
manage stresses that are in high level.
Marie et al. (2021) discussed that high self-efficacy
can be a buff for traumatic events or other adverse
effects or situations. They may even perceive adversity
as an opportunity to learn and grow.
According to Dominguez et al. (2016), a student with
higher academic self-efficacy is more likely to rely on
their abilities and even use strategies for preparation
and task orientation.
Thus, Cooper (2017), through a semi-structured guide
shown with the interviews of the students that people
who have a strong sense of self-efficacy with active-
learning activities tend to have more comfortability
when participating in these activities more intensively,
volunteering ideas, and contributing to problem-
solving discussions.
Moreover, according to Honicke et al. (2016), a
student's academic self-efficacy is linked with
persistence in difficult situations and a self-perception
in academic performance. It is also an indicator of how
well students perform.
Anxiety
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Research Article
A huge number of students have started to experience
anxiety and depression as a result of the unexpected
development in instruction method from face-to-face
to e-learning, which usually requires a high workload
(Fawaz et al., 2020). It typically happens when a pean
experience threatens a person's self-esteem
Pan (2020) explained that anxiety symptoms can
appear on their own or in conjunction with those of
other emotional disorders. It has the ability that
psychological and physiological cognitive changes are
caused. Cold fingers, a racing heart, cold sweats,
migraines, a loss of appetite, sleep problems, and chest
tightness are some of the physical symptoms. Fear,
poor concentration, impatience, and a desire to avoid
reality are some of the emotional symptoms (Morgan,
2020).
Further, Linda et al. (2017) stated various physical
indicators of anxiety, such as changes in behavior,
sleeping problems, tight muscles in the shoulders neck,
and breathing changes. Meanwhile, in psychology,
among other things, there is a lack of understanding,
attention and focus, emotional changes, decreased self-
confidence, and a lack of self-motivation. Students in
class are expected to be unaware of the epidemic crisis
because anxiety has an impact on student learning
outcomes, efforts must be made to reduce it.
According to Broeckelman (2016), anxiety may also
lead to students avoiding active-learning classrooms
on non-exam days. Thus, England (2017), Cooper
(2018), Cohen (2019), Downing (2020), learners' fear
towards teaching methods could be attributable to
anxiety.
Peggy et al. (2020) stated that anxiety might occur at
any time and cutting across all age groups, befalls
humans out of necessity and social stratifications.
Anxiety is an emotional individual response to
stressful events, according to Fenton et al. ( 2020).
Moreover, Padmadewi (2017) uttered that four factors
can provoke anxiety from both high rated and low
rated students. But even though both type of students
share the same factors, the level of anxiety students
felt differ. Students from the high rated experience a
higher degree of anxiety than the lower rated students.
An example of a factor is examination, students from
high rated, feel anxiety before and during the
examination than low rated students who feel anxiety
during the examination only.
Self-Efficacy and Anxiety
Trisnayanti et al. (2020), the result show that when the
Janet Ocbian
reading anxiety of a student is high, both the reading
self-efficacy and reading competency of the students
will be low; the pair-wise relationships are negatively
and positively significantly correlated; and the
synchronous or various relationships between the
reading competency, anxiety and self-efficacy of the
students are significant.
According to Mamolo (2022), students who are in an
online method of learning had a great decline in self-
efficacy and motivation while maintaining "High
Anxiety" (2022). Online classes have become
normalized in Philippine education ever since the
global impact of the pandemic. This review
investigated how learning in an online setup affected a
students' anxiety, motivation and even self-efficacy.
Sevgi et al. (2020) stated that gender does not affect
the levels of math anxiety, according to the findings.
There was a marginally significant correlation between
mathematics anxiety and perceptions of mathematics
self-efficacy of students in middle school. Anxiety
levels do not differ with the educational level either
but rather, self-efficacy can be differed by class. A
marginally significant relationship was discovered
between the perception of mathematics self-efficacy
and their mathematics anxiety levels.
Mathews (2016), argued with many authors that
perceived self-efficacy and an individual's expectation
should be considered when coping with or mitigating
the effects of a higher education's stress and anxiety.
Meanwhile, Rozgonjuk et al. (2020) that students'
mathematics self-efficacy played a huge role in
students' mathematics anxiety that are part of the
STEM and Social Sciences strand. The study also
resulted that gender does affect the self-efficacy of
students, like how students who are female tend to
have a low mathematics self-efficacy but can result in
high mathematics anxiety. They have concluded that
improving students' mathematics self-efficacy can get
results of mathematics anxiety lowering. Arora et al.
(2021) stated that even if a coronavirus was
circulating, students get anxiety more from
examination than the pandemic. With the student
anxiety being high, their self-efficacy ended up getting
affected. Findings resulted that having a low level of
coping strategy can result to having the relationship
between anxiety and self-efficacy stronger.
Further, Ikhsanty et al. (2021), increasing the self-
efficacy of students can overcome anxiety. Doing two
experiments by using different mediums in teaching as
the self-efficacy questionnaire, teaching with power
point and teaching with android media, it resulted with
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Research Article
the latter having a higher score than the former. With
teaching by using android media having a relationship
with Self-efficacy, and it can end up overcoming the
anxiety students have.
According to Katsarou et al. (2021), in the
contemporary digital era, in boosting the academic
achievement of a student, both having a high computer
self-efficacy level and low computer anxiety are one of
the main reasons. To gain a better understanding of the
role of engagement in online learning environments in
successful and effective language acquisition.
Cimen et al. (2015) stated that high school students
from different grade levels and gender have different
results regarding how Anxiety and Self-Efficacy affect
their performance biology. With negative experiences
of the past the students have, combining with their
interest in biology, can affect the students biology self-
efficacy and biology anxiety.
Methodology
Research Design
This study employed a descriptive-correlational design
to measure the relationship between the self-efficacy
and anxiety of senior high school students. According
to Creswell (2009), a correlational type of research
design was mostly used to investigate the relationship
between two different sets of variables. It also
investigates the degree of degree that the two variables
have. A descriptive-correlational type of research
design seeks to collect data and interpret its findings to
find the relationship between the two variables.
Researchers mostly use this type of research design to
determine the relationship between two distinct
variables.
Participants
The respondents of the study were senior high school
students from public schools during school year 2021-
2022. Thus, this study employed a convenience
sampling technique to choose the needed respondents.
The total number of respondents for this study was
166.
Instruments
The instrument that was used for this study was the
DASS-21 or the Depression, Anxiety, and Stress Scale
— 21 items; it is a questionnaire for Anxiety
containing 21 questions with a four-point Likert scale
Janet Ocbian
starting from 0 to 3. The reliability of the DASS-21
scale has a Cronbach's alpha value of 0.78 up to 0.89.
It was a questionnaire made by Lovibond, S. H. and
Lovibond, P. F, (1995). Thus, the study utilized the
anxiety subscale only to measure the anxiety level of
senior high school students.
Furthermore, General Self-Efficacy Scale (GSE) was
employed for measuring the self-efficacy of the senior
high school students. The questionnaire has 10
questions with a four-point Liken scale starting from 1
up to 4. This helped the researchers to evaluate the
self-efficacy of the students. The reliability for this
scale has a Cronbach's alpha between 0.76 and 0.90.
The General Self-Efficacy Scale was made by
Schwarzer and Jerusalem (1995).
Procedures
In determining the outcome of this study, the
researchers investigated to determine the relationship
between the two variables. The study's primary
purpose is to determine the Self-Efficacy and Anxiety
among Senior High School Students, to determine the
correlation between these two variables, and the level
of relationship between these two variables
The researchers collected data from different
respondents from different schools in the Philippines.
The researchers conducted the data collection by using
a Google Form. The questionnaire contained ten (10)
questions for Self-Efficacy and twenty-one (21)
questions for Anxiety. The link for the said
questionnaire was posted on online platforms so that
r espondent s can have quick access to the
questionnaire. All information that was gathered was
kept private and protected under the Data Privacy Act
of 2012 (R.A 10173). The data that was collected was
arranged through Microsoft Excel. The information
that was collected was used to analyze and interpret
the findings for the study.
Ethical Considerations
In conducting this study during the pandemic, the
researchers sought permission from their research
professor. Although it was challenging, the researchers
still looked for a way to conduct this study. For the
data collection, the researchers sought consent from
their research professor from participants to the
questions for the data gathering. The criteria for the
participant for the study were also identified and were
granted approval by the research professor. The
participants in the questionnaire are also voluntary.
The researchers used google forms to gather data from
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Research Article
respondents since it cannot be conducted face to face.
The researchers first seek permission from the
respondents, having their consent first before
answering the provided questionnaire. All information
gathered from the respondents is confidential such as
the participants' identities are also concealed and were
assured that all data used for this study will only be
used for academic and research purposes.
Result
This section revealed the statistical findings of the
study with the use of the survey questionnaire that was
distributed. The Pearson Correlated Coefficient was
computed with the use of SPSS. The comparison and
determination of the mean and the relationship
between variables were completed as a result of this.
Relationship between Self-Efficacy and Anxiety
This study investigates the correlation between self-
efficacy and anxiety. The statistical analysis presented
in Table 1 showed that the variables are significantly
correlated. Therefore, the null hypothesis was rejected.
Table 1
Relationship between Self-Efficacy and Anxiety
In the study of Trisnayanti et al. (2020), the findings
showed that the students' reading anxiety and reading
self-efficacy are significantly correlated with each
other. The two variables can both affect each other
positively and negatively.
In the study of Azizi et al. (2022), the students'
computer self-efficacy had a significant correlation
with their e-learning anxiety. In the researchers'
findings, it was indicated that the computer self-
efficacy of the students and their e-learning is a strong
negative relationship. To its findings, high school
students with high computer self-efficacy have
confidence in their digital knowledge and skills,
resulting in less suffering from anxiety. Low computer
Janet Ocbian
self-efficacy resulted in students having to suffer more
from anxiety. Hence, the findings of the study showed
that self-efficacy and anxiety have a significant
relationship.
Discussion
This study investigates the relationship between self-
efficacy and anxiety among senior high school
students in public schools amidst the online learning
modality. Based on the statistical analysis, it can be
gleaned that self-efficacy is significantly correlated
with anxiety. The results show self-efficacy increases
as anxiety will be perceived as a decrease or vice
versa. The study reveals that the current pandemic has
become one reason for the high level of efficacy of the
students. Therefore, students' self-efficacy should be
considered when dealing with various difficulties and
stresses and adjusting to different learning and
environments. It is remarked that with low self-
efficacy are more inclined to experience anxiety
among students.
Conclusion
In the middle of the pandemic, existing online learning
has impacted students' self-efficacy, resulting in
anxiety. Thus, the higher the anxiety they experience,
the lower they possess self-efficacy. Thus, according
to a credible number of respondents, there was an
effect on their cognitive and copying capabilities with
the adjustment to the COVID-19 pandemic of online
learning. As a result, it is strongly suggested that
parents should give their full support and monitor their
children's condition. Furthermore, recognizing the
potential for anxiety and mitigating it should be a top
priority. The study proposes providing breaks or
assessing pupils ' workload to augment the low self-
efficacy in schools and institutions, which leads to
anxiety. Lastly, by creating a welcoming environment
in online education, students will be able to attain
academic success even amid the pandemic.
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Affiliations and Corresponding Information
Relationships Among Reading Anxiety, Reading Self-Efficacy, And
Reading Competency In The Vocational High School In Corresponding: Janet Ocbian
Singaraja. International Journal Of Language And Literature, 4(1), Email: ocbianjanet@jilcf.edu.ph
33-46.

Tus, J. (2019). Students’ Personality, Self-Efficacy, and Its Impact

Janet Ocbian:
on the Academic Performance of the Senior High School
Jesus Is Lord Colleges Foundation, Inc.
Students. Electronic Research Journal of Social Sciences and
Humanities , 1, 92-96.
h t t p s : / / d oi . o r g /1 0 . 60 8 4 / m9 . f i gs ha r e . 1 22 50 41 2. v1 Jenymae Murot:
Jesus Is Lord Colleges Foundation, Inc.
Tus, J. (2019). Self-Efficacy and It’s Influence on the Academic
Performance of the Senior High School Students. Journal of Global
Research in Education and Social Science, 13(6), 213-218.
Angela Mae Alejo:
https://doi.org/10.6084/m9.figshare.12250355
Jesus Is Lord Colleges Foundation, Inc.
Tus, J. (2020). An Assessment of the School Culture and Its Impact
on the Academic Performance of the Students. International Journal Jhoselle Tus:
Of All R e s e a r c h W r i t i n g s , Ma y , 1 ( 1 1 ) . Jesus Is Lord Colleges Foundation, Inc.

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