European Journal of Molecular & Clinical Medicine

Background:After Covid-19 Pandemic, there are many elements including academic stress that contribute to psychological problems among medical students. Most importantly, these psychological elements may have an impact on how satisfied they are with their academic success.Aim and Objectives:To study the association between academic stress and academic self-efficacy on academic performance among MBBS and nursing students in the post-COVID-19 pandemic.Methodology:This is a cross‑sectional study and it was conducted via Google Form survey completed by students studying MBBS and nursing students in Erode district.A self-report format was used to collect data from students regarding academic stress, academic self-efficacy, and academic performance.Results:A total of 295 students(33.9% male, 66.1% female) had completed survey. MBBS and nursing students had a moderate level of academic self-efficacy (69.9%), a high level of academic stress.Students' academic stress, self-efficacy, and academic performance were found to be positively correlated (p < .05). The results show that significantly MBBS students’ academic self-efficacy mean score significantly higher than Nursing students (P <0.05). Conclusion:There is a significant association was observed on the levels of Academic Self efficacy versus MBBS and Nursing course students (P<0.05).

The objective of this paper is to explore the current level of learner autonomy and academic self-efficacy and relationship between learner autonomy and academic self-efficacy amongst English major students. A total number of 443 English majors students from eight universities in Hubei Province were chosen as respondents through two steps, stratified sampling and simple random sampling. In this study, two questionnaires were adopted to gather data from the 443 chosen respondents. After the data collection, SPSS 24.0 was used to process the data set to generate descriptive statistics and then Pearson product moment correlation analysis was utilized to find out the correlation between earner autonomy and academic self-efficacy. The outcomes of this research show that: firstly, the overall levels of English major students’ learner autonomy and academic self-efficacy are both moderate; secondly, there is a significant and positive correlation between English major students’ learner autonomy and academic self-efficacy, with the correlation coefficient value being 0.462; thirdly, there is a significant and positive correlation between the five dimensions of English major students’ learner autonomy and academic self-efficacy, with the correlation coefficient value being 0.421, 0.450, 0.279, 0.334 and 0.477 respectively; fourthly, there is a significant and positive correlation between the dimensions of English major students’ academic self-efficacy and learner autonomy with the correlation coefficient value being 0.423, 0.342 respectively. On the basis of the results of the investigation, this study further puts forward some strategies concerning the improving of English major students’ academic self-efficacy and learner autonomy. In addition, some recommendations for future research are also put forward