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Investigating the Role of Academic, Social, and Emotional Self-Efficacy in Online Learning.

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Title: Investigating the Role of Academic, Social, and Emotional Self-Efficacy in Online Learning.
Authors: Won, Sungjun (AUTHOR), Kapil, Meg E. (AUTHOR), Drake, Brodie J. (AUTHOR), Paular, Rikka A. (AUTHOR)
Source: Journal of Experimental Education. 2024, Vol. 92 Issue 3, p485-501. 17p.
Subjects: Achievement, Honesty, Self-efficacy, COVID-19 pandemic, Academic achievement, Online education
Abstract: Despite increased social and emotional challenges in online learning during the COVID-19 pandemic, little attention has been paid to students' social and emotional self-efficacy beliefs. The present study investigated university students' (N = 268) academic, social, and emotional self-efficacy beliefs as predictors of their academic achievement, sense of belonging, and well-being in online learning during the pandemic. We first evaluated the factor structure of the three types of self-efficacy. Results revealed that academic, social, and emotional self-efficacy beliefs were related yet distinct constructs. In the path model, gains in academic self-efficacy positively predicted students' academic achievement, whereas social self-efficacy and emotional self-efficacy positively predicted students' sense of belonging and well-being, respectively. In addition, students' mastery experience emerged as a significant predictor of longitudinal changes in academic self-efficacy. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Experimental Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Investigating the Role of Academic, Social, and Emotional Self-Efficacy in Online Learning.
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  Data: <searchLink fieldCode="AR" term="%22Won%2C+Sungjun%22">Won, Sungjun</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Kapil%2C+Meg+E%2E%22">Kapil, Meg E.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Drake%2C+Brodie+J%2E%22">Drake, Brodie J.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Paular%2C+Rikka+A%2E%22">Paular, Rikka A.</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Experimental+Education%22">Journal of Experimental Education</searchLink>. 2024, Vol. 92 Issue 3, p485-501. 17p.
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  Data: <searchLink fieldCode="DE" term="%22Achievement%22">Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Honesty%22">Honesty</searchLink><br /><searchLink fieldCode="DE" term="%22Self-efficacy%22">Self-efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22COVID-19+pandemic%22">COVID-19 pandemic</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Online+education%22">Online education</searchLink>
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  Label: Abstract
  Group: Ab
  Data: Despite increased social and emotional challenges in online learning during the COVID-19 pandemic, little attention has been paid to students' social and emotional self-efficacy beliefs. The present study investigated university students' (N = 268) academic, social, and emotional self-efficacy beliefs as predictors of their academic achievement, sense of belonging, and well-being in online learning during the pandemic. We first evaluated the factor structure of the three types of self-efficacy. Results revealed that academic, social, and emotional self-efficacy beliefs were related yet distinct constructs. In the path model, gains in academic self-efficacy positively predicted students' academic achievement, whereas social self-efficacy and emotional self-efficacy positively predicted students' sense of belonging and well-being, respectively. In addition, students' mastery experience emerged as a significant predictor of longitudinal changes in academic self-efficacy. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Experimental Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=176985867
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        Value: 10.1080/00220973.2023.2183375
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        Text: English
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        Type: general
      – SubjectFull: Honesty
        Type: general
      – SubjectFull: Self-efficacy
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      – SubjectFull: COVID-19 pandemic
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              Text: 2024
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