Investigating students’ on-line exam anxiety and culture on self- efficacy: The moderating role of coping strategy

Abstract

This study is aimed at examining the moderating role of coping strategy in online exam anxiety and culture on students' self-efficacy. Function-problem-focused coping is the ability of individuals to focus on solving the stress problems they experience during the exam. Meanwhile, emotion-focused coping is the ability of individuals to focus on managing their emotions during online exams.  The research population consisted of students of the Faculty of Economics who had taken two years of online learning and online exams. By using the proportionate random sampling technique, a sample of 228 students filled out the google questionnaire form. Data collected were analyzed using Moderated Regression Analysis (MRA). Results show that coping strategy weakens the relationship between anxiety and student self-efficacy during online exams. On the other hand, coping strategy can strengthen the relationship between culture and self-efficacy. In managing coping strategy, students pay attention to function-problem-focused coping and emotion-focused coping. Self-efficacy studies in online exams (in the context of learning outcomes assessment) need to be studied in more detail. Especially now that learning is done virtually, the assessment of learning outcomes plays an important role.