Academic Self-Efficacy and Its Relationship to Academic Achievement and Boredom Between a Sample of University Students in the Light of E-Learning and Face-to-Face Education

Introduction: The study designed to identify the level of academic self-efficacy and its relationship to academic achievement and boredom, and the relationship between them in light of the variables of gender, year of study, and type of college. To answer the questions of the study, the following statistical methods were used: arithmetic averages and standard deviations of the sample answers, analysis of triple variance Three Way ANOVA, Pearson's correlation coefficient, and Scheffe's test for dimensional comparisons. The sample consisted of (315) male and female students. The results showed a high level of both academic self-efficacy and boredom, and the results revealed statistically significant differences in self-efficacy because to the effect of gender on the boredom scale, where the differences were in favor of males, as well as the existence of differences according to the type of college on the scale of self-efficacy and the scale of boredom,as it was found that there is a relationship Statistically significant positive between the measure of self-efficacy and achievement, as well as the existence of a negative inverse relationship between the scale of boredom and achievement.Counseling programs should be developed to improve students' academic self-efficacy and achievement in order to improve academic achievement. The counseling programmers offered should include the acquisition of study skills for these students. Objectives: The study designed to identify the level of academic self-efficacy, academic achievement and boredom designed students of Ajloun National University, and to detect differences according to variables: academic year, e-learning and face-to-face education. And identify the relationship between academic self-efficacy and both academic achievement and boredom. Theoretical Framework: Academic self-efficacy creates an environment of motivation, suggesting a high level of effort and perseverance in contrast to academic procrastination and boredom (Zimmerman, 2000). Students with a higher propensity to boredom are considered to be individuals who are less effective than others, and this is reflected in their interests and motivation for achievement. Method: To answer the questions of the study, the following statistical methods were used: arithmetic averages and standard deviations of the sample answers, analysis of triple variance Three Way ANOVA, Pearson's correlation coefficient, and Scheffe's test for dimensional comparisons. Results and Discussion: The results showed a high level of both academic self-efficacy and boredom, and the results revealed statistically significant differences in self-efficacy because to the effect of gender on the boredom scale, where the differences were in favor of males, as well as the existence of differences according to the type of college on the scale of self-efficacy and the scale of boredom, where the differences were in favor of the scientific college, differences between the fourth year, the second year and the third year and in favor of the fourth year on the scale of academic self-efficacy, as well as the existence of differences between the first, second and third category on the scale of boredom in favor of the first, second and third, where there is a statistically significant negative relationship between students' scores on the scale of academic self-efficacy and the scale of boredom, as it was found that there is a relationship Statistically significant positive between the measure of self-efficacy and achievement, as well as the existence of a negative inverse relationship between the scale of boredom and achievement. Research Implications: Counseling programs should be developed to improve students' academic self-efficacy and achievement in order to improve academic achievement. The counseling programmers offered should include the acquisition of study skills for these students. Originality/Value: The significance of the study in theory comes from the importance of the information it will provide to specialists in the fields of education and psychology, especially the educational and psychological fields, and to draw the attention of officials in higher education institutions to the importance of academic self-efficacy as part of mental health for university students, and therefore this study may provide, in addition to the available educational literature, a theoretical framework that helps increase the level of understanding of the nature of these variables and the level of their presence between university students in alignment with SDG 4 (Quality Education).