Abstract
Distance learning self-efficacy is the realistic awareness of the individual's cognitive, emotional, and social capabilities, ability to solve problems, preferred thinking style, confidence in himself, and handling of desirable and difficult life activities in online learning environments. The current study aimed to construct and develop a distance learning self-efficacy scale for university students. To achieve this goal, a distance learning self-efficacy scale was constructed after reviewing the literature, namely theoretical and scientific frameworks regarding scales of self-efficacy in Arab and foreign environments. The current research reached a set of dimensions that are comprehensive and include most aspects of distance learning self-efficacy processes. The scale was piloted with 200 undergraduate students to verify validity and reliability. To verify the psychometric properties of the scale in preparation for its development, the final version of the scale was applied to a study sample of 1800 students. The results showed that the scale has good psychometric properties. This is indicated by the results of the Rasch model analysis, as well as the results of the confirmatory factor analysis of the agreement of the indicators of a good fit with the main dimensions of the scale. This means that the scale is valid as a tool for evaluating distance learning systems and that it can be used on learners in online learning environments.