The roles of COVID-19 diagnosis and COVID-19 stress on the links among academic support, academic self-efficacy, and academic satisfaction: Boundary conditions

The present study aims to explore the links among academic support, academic self-efficacy, and academic satisfaction and the moderator roles of coronavirus disease 2019 (COVID-19) diagnosis and COVID-19 stress in a sample of Turkish university students (N = 397). The results show that the direct effect of academic support on academic self-efficacy was moderated by whether or not one has been diagnosed with COVID-19, but not by the indirect effect on academic satisfaction. Additionally, the results show that COVID-19 stress moderates the direct effect of academic self-efficacy on academic satisfaction and the indirect effect of academic support on academic satisfaction. The implications are discussed.