Self-efficacy är förknippat med studieupplevelse och akademisk framgång. Till följd av pandemin 2020 infördes distansundervisning som en förebyggande åtgärd för att stoppa spridningen av COVID-19, vilket kom att påverka många studenters undervisningsupplevelse. Syftet med studien var att bland universitetsstudenter undersöka om upplevelsen av lärandet under COVID-19-relaterad distansundervisning förändrats jämfört med upplevelsen av campusbaserad undervisning, samt undersöka om ett samband finns mellan akademisk self- efficacy och upplevelsen av lärandet. Totalt 65 nuvarande och tidigare studenter vid Luleå tekniska universitet deltog i en enkätundersökning bestående av Brief Feedback Questionnaire (BFQ) och College Academic Self-Efficay Scale (CASES). Resultatet visade att universitetsstudenternas upplevelse av lärandet påverkats under distansundervisningen. Däremot visade resultatet att det endast fanns ett signifikant samband mellan akademisk self- efficacy och upplevelsen av lärandet; skolrelaterad ångest. Studenter med hög akademisk self- efficacy upplevde mindre skolrelaterad ångest än studenter med låg akademisk self-efficacy under COVID-19-relaterad distansundervisning. Studiens slutsats är därmed att universitetsstudenters upplevelse av lärandet förändrats under COVID-19-relaterad distansundervisning, samt att andra faktorer varit mer betydelsefulla för upplevelsen av lärandet då akademisk self-efficacy endast hade ett signifikant samband med upplevd skolrelaterad ångest.

Self-efficacy is associated with study experience and academic success. As a result of the 2020 pandemic distance education was introduced as a preventive measure to stop the spread of COVID-19, which came to affect many students’ learning experience. The purpose of this study was to investigate among university students whether the experience of learning during COVID-19-related distance education has changed compared to the experience of campus- based education, and to investigate whether there is a connection between academic self- efficacy and the experience of learning. A total of 65 current and former students at Luleå University of Technology participated in a survey consisting of Brief Feedback Questionnaire (BFQ) and College Academic Self-Efficacy Scale (CASES). The results showed that theuniversity students’ learning experience was affected during the distance education. However, the results showed that there was only a significant association between academic self-efficacy and the experience of learning; school-related anxiety. Students with high academic self- efficacy experienced less school-related anxiety than students with low academic self-efficacy during COVID-19-related distance learning. The study concludes that university students’experience of learning changed during COVID-19-related distance education, and that other factors were more significant for the experience of learning as academic self-efficacy only had a significant association with perceived school-related anxiety.