Perceived Academic Quality, Grit, Self-Efficacy and Academic Performance Among Young Adults Engaged in Online Education

  • Anuradha Parasar
  • Abhijeet Chore MIT World Peace University, Pune, India
  • Madhura Dilip Londhe Dr. Vishwanath Karad MIT World Peace University
Keywords: online education, pandemic, academic quality, self-efficacy, education, covid-19


The COVID-19 pandemic has taken a toll on all individuals and their families around the world. There have been challenges that have surfaced in all walks of life and they might have a long lasting impact on countless individuals who are currently at crucial junctures in their lives. One of the most prominently affected areas has been education and academics. Even though teachers and students have showcased a great amount of resilience in the face of the impending uncertainty to keep education going ahead, the change in modality of education has impacted many students across the globe. The present study sought to explore the factors that have impacted the online learning experience for students during the pandemic. Perceived Academic Quality, Grit, Self-Efficacy and Academic Performance of Undergraduate and Postgraduate students from major cities in Maharashtra, India were studied. Other factors including exposure to the virus, disruption in family income and access to resources were also studied. Statistical analysis revealed that Self Efficacy shows a positive significant relationship between Grit (0.01**) and Perceived Academic Quality (0.05*). The study suggests that a higher sense of self efficacy is associated with long term perseverance and Perceived quality of Academics. Furthermore students who showed higher sense of self-efficacy could cope better with the changed modality of education. Other factors affecting the online education experience were also studied among the population and the subsequent findings were discussed.


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How to Cite
Parasar, A., Chore, A., & Londhe, M. (2022). Perceived Academic Quality, Grit, Self-Efficacy and Academic Performance Among Young Adults Engaged in Online Education. International Journal of Pedagogical Advances in Technology-Mediated Education, 2(3), 64 - 70. Retrieved from