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. |
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| 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] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| 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] |
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| ISSN: | 00220973 |
| DOI: | 10.1080/00220973.2023.2183375 |
