Background <p>Academic performance and self-efficacy are closely related within educational systems. Students with higher self-efficacy across various subject areas typically exhibit higher academic achievement and students who adopt a variety of learning strategies are more likely to demonstrate high-order learning behaviors and skills. However, evidence on the relationships among e-learning satisfaction, self-efficacy, and academic performance remains inconclusive. This study was guided by Albert Bandura’s theory of self-efficacy.</p> Aim <p>This study aimed to assess self-efficacy, satisfaction with e-learning, and perceived academic performance among nursing students engaged in synchronous virtual learning.</p> Methods <p>This was a multisite cross-sectional, correlational, study. The authors adhered to the Strengthening the Reporting of Observational Studies in Epidemiology (STROBE) checklist.</p> <p>A convenience sampling method was used to recruit the participants from different universities nationwide. Data were collected from 163 nursing students using the student outcome survey, General Self-Efficacy Scale (GSE), and perceived academic performance scale. Data were analyzed using independent sample t-test, Pearson’s product moment correlation, and multiple linear regression.</p> Results <p>The overall e-learning satisfaction was relatively low. Participants generally reported moderate to high levels of general self-efficacy. Undergraduate students had greater satisfaction with e-learning (M= 3.06, SD = .69, <i>p</i>&lt;.01) and higher perceived academic performance (M= 3.46 , SD= .67, <i>p</i> &lt;.05) compared to graduate students. General self-efficacy was significantly associated with satisfaction with e-learning (r = .579, <i>p</i> &lt; .001) and academic performance (r = .511, <i>p</i> &lt; .001). The regression analysis explained 35% of the variance and indicated that both general self-efficacy (β = 0.047, <i>p</i>&lt;.001) and satisfaction with e-learning (β = .37, <i>p</i> &lt;.001) were significantly associated with perceived academic performance. </p> Conclusions <p>The present results underscore the critical roles of self-efficacy and e-learning satisfaction in relation to academic performance, which is consistent with Bandura’s self-efficacy theory. These insights can inform targeted interventions to strengthen these factors, ultimately improving nursing students’ academic performance and overall e-learning satisfaction</p>