Antecedents of Learning: Role of Contextual Support and Learning Self-Efficacy
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| Title: | Antecedents of Learning: Role of Contextual Support and Learning Self-Efficacy |
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| Language: | English |
| Authors: | Barjinder Singh, Stephanie T. Solansky, Donna Y. Stringer |
| Source: | Journal of Education for Business. 2025 100(5):201-207. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 7 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Educational Environment, Self Efficacy, Business Schools, Diversity (Institutional), College Environment, Teacher Student Relationship, College Students, Learning |
| DOI: | 10.1080/08832323.2025.2493905 |
| ISSN: | 0883-2323 1940-3356 |
| Abstract: | Research on student learning has focused primarily on teaching strategies as key precursors to learning, while the impact of the learning environment has been largely overlooked. Additionally, the psychological mechanisms that connect environmental factors to student learning have not been thoroughly explored. To address this gap, we draw on the conservation of resources theory to propose that contextual support within the learning environment is linked to student learning, with learning self-efficacy as a mediator. Our study, conducted at the business school of a large Midwestern university, supports this hypothesis. The findings indicate that the relationship between contextual support and perceived learning is mediated by learning self-efficacy. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1506749 |
| Database: | ERIC |
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| Abstract: | Research on student learning has focused primarily on teaching strategies as key precursors to learning, while the impact of the learning environment has been largely overlooked. Additionally, the psychological mechanisms that connect environmental factors to student learning have not been thoroughly explored. To address this gap, we draw on the conservation of resources theory to propose that contextual support within the learning environment is linked to student learning, with learning self-efficacy as a mediator. Our study, conducted at the business school of a large Midwestern university, supports this hypothesis. The findings indicate that the relationship between contextual support and perceived learning is mediated by learning self-efficacy. |
|---|---|
| ISSN: | 0883-2323 1940-3356 |
| DOI: | 10.1080/08832323.2025.2493905 |
