studying the e-learning induced academic stress and its relationship with academic self-efficacy in the students of the yazd branch of payame noor university

Purpose: covid-19 pandemic increased the use of e-learning and the ensuing academic stress. this research aims to study the relationship between e-learning induced academic stress and academic self-efficacy in the yazd branch of payame noor university in iran.methodology: this is a descriptive-correlational study. the study population was the yazd branch of payme noore university students in the 2020-21 academic year. cochran’s formula gave us a sample size of 319 people. due to the covid-19 pandemic and the unavailability of some of the sample members, we used voluntary sampling. our research tools were the academic stress scale (pooladi reyshahri, 1995) and the academic self-efficacy scale (owen and froman, 1988). we sent the scale to the subjects electronically. the scales’ alpha cronbach reliabilities were 0.90 and 0.84, respectively. we analyzed the data using the t-test, correlation, and regression in spss version 21.findings: our findings showed that e-learning induced academic stress, and its subscales (academic conditions and economic environment stresses) were significantly below average in the students. students’ academic stress and academic self-efficacy were significantly and inversely related. academic stress could significantly explain self-efficacy (p < .001).conclusion: our results showed the negative role of academic stress in explaining students’ academic self-efficacy. reducing students' academic stressors through academic workshops can significantly increase academic self-efficacy.