Descriptive statistics of research variables.

Motivation as a catalyst for human conduct has been associated with lots of variables. However, self-efficacy and resilience as two important components of the individuals’ psychological capital have not received enough scientific attention. This gets more significance considering the global COVID-19 pandemic with noticeable psychological consequences for the learners receiving online education. Hence, the current study proceeded to investigate the relationship between students’ self-efficacy, resilience, and academic motivation in online education. To this aim, a convenience sample of 120 university students coming from two state universities in south of Iran participated in an online survey. The questionnaires used in the survey included the self-efficacy questionnaire, resilience questionnaire, and academic motivation questionnaire. Pearson correlation and multiple regression statistical methods were applied to analyze the obtained data. The results pointed to a positive relationship between self-efficacy and academic motivation. In addition, those with a higher degree of resilience were found to experience higher academic motivation. Moreover, the results of multiple regression test revealed that self-efficacy and resilience can significantly predict the academic motivation of the students involved in an online mode of education. The research proposes a number of recommendations for developing the learners’ level of self-efficacy and resilience through enacting various pedagogical interventions. In this way, a heightened level of academic motivation would enhance EFL learners’ learning rate.动机作为人类行为的催化因素，历来与诸多变量存在关联。然而，作为个体心理资本两大核心组成部分的自我效能感（self-efficacy）与心理韧性（resilience），却尚未获得足够的科学关注。这一点在全球新冠疫情背景下显得尤为突出，因为疫情对在线教育学习者造成了显著的心理影响。因此，本研究旨在探讨在线教育场景中学生的自我效能感、心理韧性与学业动机（academic motivation）之间的关联。为此，研究采用便利抽样方法，招募伊朗南部两所公立大学的120名大学生参与在线问卷调查。本次调查所用量表包括自我效能感量表、心理韧力量表与学业动机量表。研究采用皮尔逊相关分析与多元回归分析两种统计方法对采集到的数据进行分析。分析结果表明，自我效能感与学业动机之间存在显著正相关关系。此外，心理韧性水平较高的个体，其学业动机也更为强烈。进一步的多元回归分析结果显示，自我效能感与心理韧性能够显著预测参与在线教育的学生的学业动机水平。本研究提出多项建议，旨在通过实施多样化教学干预手段，提升学习者的自我效能感与心理韧性水平。如此一来，学业动机水平的提升将有助于提高英语作为外语学习者（EFL，English as a Foreign Language）的学习效率。