Özet:

The people who have higher general self-efficacy are better at goal setting and reaching the goals than the people who have lower general self-efficacy. And because of that, steps that will increase self efficacy would help at students’ future life positively. Due to the pandemic process at 2020-2021 academic year Turkey applied distance education in virtue of EBA, TRT EBA and online lessons. This study analysis have been made to show how students experiences in distance education during the pandemic period affected their self-efficacy. Therefore it has been aimed to demonstrate the roles of family, teacher, peer relations and academic achievement as independent variables that are considered to affect the students’ academic, emotional and social self-efficacy, via students’ participation in online lessons, emotional and academic help of family, active participation in online lessons, relationships between them and their peers and also the effect of teachers and school report scores. The study is a descriptive research in survey model. The study has been done with 209 high-school students that have same conditions who had participated in distance education at 2021-2022 academic year. The data has been gathered by distance education information form and self-efficacy scale for students which translated to Turkish by Telef (2012). Obtained data have been analyzed by ANOVA and MANOVA. It was found that the students perceived their general self-efficacy and academic, social and emotional self-efficacy at a sufficient level. Self-efficacy -analyzed with independent variables- is higher in students’ that have good relationships with their friends, family and teachers, have been supported by their families, have higher academic success rate and actively participating in online lessons. It is thought that any kind of research to be done with students after distance education during the epidemic period can be used as data to produce solutions to problems that may be encountered in the future.

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