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This cross-sectional study involved a survey distributed to 22 Saudi Arabian universities. The survey used in this study consisted of an online learning self-efficacy (OLSE) questionnaire and an electronic learning (e-learning) satisfaction questionnaire. A total of 1,226 respondents voluntarily participated in and completed the survey. Students in medical fields made up 289 (23.6%). A Kruskal\u2013Wallis\u00a0H\u00a0test and a chi-square test were used to compare the student\u2019s satisfaction based on the educational variables. Spearman\u2019s correlation and multiple linear regression analyses were performed to assess the association between self-efficacy and satisfaction. The findings revealed degrees of satisfaction ranging between high satisfaction and dissatisfaction. The majority of students (51%) expressed high satisfaction, and 599 students (49%) reported experiencing a low level of satisfaction with e-learning. A comparison of groups with low and high satisfaction scores revealed a significant difference in the OLSE. High satisfaction was positively correlated with the OLSE domains: time management, technology, and learning. The OLSE regression analysis model significantly predicted satisfaction. It showed that the model, corrected for education level and grade point average of the students, significantly predicted e-learning satisfaction (F\u2009=\u20098.04, R<jats:sup>2<\/jats:sup>\u2009=\u20090.59, <jats:italic>p<\/jats:italic>\u2009=\u2009.004). The study concluded that students\u2019 satisfaction with the e-learning experience is influenced by e-learning self-efficacy. The study\u2019s findings lead to the practical implications and identify the need to improve the remote learning, time management and technology self-efficacy to enhance students\u2019 satisfaction.<\/jats:p>","DOI":"10.1007\/s10639-021-10644-7","type":"journal-article","created":{"date-parts":[[2021,7,13]],"date-time":"2021-07-13T06:02:50Z","timestamp":1626156170000},"page":"1323-1340","update-policy":"https:\/\/doi.org\/10.1007\/springer_crossmark_policy","source":"Crossref","is-referenced-by-count":74,"title":["Exploring the relationship between students' learning satisfaction and self-efficacy during the emergency transition to remote learning amid the coronavirus pandemic: A cross-sectional study"],"prefix":"10.1007","volume":"27","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-5255-4860","authenticated-orcid":false,"given":"Monira I.","family":"Aldhahi","sequence":"first","affiliation":[]},{"given":"Abdulfattah S.","family":"Alqahtani","sequence":"additional","affiliation":[]},{"given":"Baian A.","family":"Baattaiah","sequence":"additional","affiliation":[]},{"given":"Huda I.","family":"Al-Mohammed","sequence":"additional","affiliation":[]}],"member":"297","published-online":{"date-parts":[[2021,7,13]]},"reference":[{"key":"10644_CR1","doi-asserted-by":"publisher","DOI":"10.4018\/978-1-4666-2110-7","volume-title":"Educational communities of inquiry: theoretical framework, research and practice: Theoretical framework, research and practice","author":"Z Akyol","year":"2012","unstructured":"Akyol, Z. 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