تصورات الطلبة حول التقييم الإلكتروني وعلاقتها بأنماط التعلم وفاعلية الذات الأكاديمية
The present study aimed to identify students' perceptions about electronic assessment and their relationships to learning styles and academic self-efficacy. The sample of the study consisted of (342) male and female students enrolled in the baccalaureate programs at Sultan Qaboos University for the second semester of the academic year (2019-2020). To achieve the goals of the study, three instruments were used after establishing their validity and reliability: Students' Perceptions about Electronic Assessment Questionnaire, Academic Self-Efficacy Beliefs Scale, and Preferred Learning Styles Scale. The results of the study showed that students had a neutral perception about electronic assessment and medium level of academic self-efficacy. Also, the results showed that the most preferred learning styles for students were in order: the participatory, competitive, and independent; whereas the least preferred learning styles for students were in order: the cooperative, dependent, and avoidant. Further, the results showed a mediating effect of academic self-efficacy in the relationship between some of the students' preferred learning styles and perceptions about electronic assessment, as well as a direct positive effect of the cooperative learning style on the perception of electronic assessment. The study came out with a set of recommendations and suggestions to enhance students' perceptions of electronic assessment. (Published abstract)