Considering the rise of online education and an increasing number of students with disabilities in higher education, examining the validity of the Self-efficacy Questionnaire for Online Learning (SeQoL) for students with disabilities is warranted. The purpose of this study is to examine the reliability and validity of (SeQoL; Shen et al., 2013) for students with disabilities in higher education. We analyzed the internal structure, convergent validity, criterion validity, and reliability of SeQoL. A sample of 278 students with disabilities responded to an online survey in Spring 2021. Most of our sample were female, White, and undergraduate students. We used confirmatory factor analysis, correlation, multivariate analysis of variance, and Cronbach’s alpha to analyze the data. Our results indicated that data fit the five factors model with 25 items. Students who preferred online or hybrid courses had significantly higher online learning self-efficacy than face-to-face courses. Limitations and future research were discussed.

考虑到在线教育的兴起和高等教育中残疾学生数量的增加，有必要检查残疾学生在线学习自我效能问卷（SeQoL）的有效性。本研究的目的是检验（SeQoL；Shen et al., 2013）对于高等教育中残疾学生的信度和效度。我们分析了 SeQoL 的内部结构、收敛有效性、标准有效性和可靠性。278 名残疾学生样本参与了 2021 年春季的一项在线调查。我们的样本大多数是女性、白人和本科生。我们使用验证性因素分析、相关性、多元方差分析和 Cronbach's alpha 来分析数据。我们的结果表明，数据符合包含 25 个项目的五因素模型。喜欢在线或混合课程的学生的在线学习自我效能感明显高于面对面课程。讨论了局限性和未来的研究。