Background and Aim: The present study was conducted with the aim of determining the role of individual innovation and e-learning self-efficacy in predicting the e-learning readiness of Islamic Azad University students of the electronic department.
Methods: The statistical population of the study was the students of the Islamic Azad University of the electronic unit in the first semester of the academic year 2023, and among them, 270 people were selected as a sample using the accessible method. The tools used were Aydin et al.'s (2005) personal innovation questionnaire, Aydin et al.'s (2005) e-learning readiness, and Jing and Morgan's (1999) academic self-efficacy. Pearson correlation and multivariate regression were used to analyze the data.
Results: The correlation coefficient results showed that individual innovation and academic self-efficacy had a strong positive and meaningful relationship with students' e-learning readiness. In fact, there was a statistically significant relationship between the three investigated variables (P<0.01). Also, regression analysis indicated that academic self-efficacy and individual innovation are able to predict e-learning readiness among students (β=0.18, β=64; P<0.01).
Conclusion: According to the findings, increasing academic self-efficacy and individual innovation by using training related to them can have a positive effect on students' learning readiness. Therefore, it is suggested that educational professionals consider educational programs in the field of academic self-efficacy and individual innovation in order to create interest in learners.