E-learning self-efficacy relates to both positive and negative achievement emotions, while computer self-efficacy relates only to positive emotions¶
Claim · All claims
Evidence · 1 study · associationalr2·q3
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? E-learning self-efficacy was positively linked to positive emotions (β = 0.33) and negatively to negative emotions (β = −0.38); computer self-efficacy was positively linked only to positive emotions (β = 0.10). → Raccanello 2022
Evidence¶
Raccanello 2022¶
Raccanello, D., Balbontín-Alvarado, R., Bezerra, D. da S., Burro, R., Cheraghi, M., Dobrowolska, B., Fagbamigbe, A. F., Faris, M. E., França, T., González-Fernández, B., Hall, R., Inasius, F., Kar, S. K., Keržič, D., Lazányi, K., Lazăr, F., Machin-Mastromatteo, J. D., Marôco, J., Marques, B. P., Mejía-Rodríguez, O., Méndez Prado, S. M., Mishra, A., Mollica, C., Navarro Jiménez, S. G., Obadić, A., Mamun-ur-Rashid, M., Ravšelj, D., Tatalović Vorkapić, S., Tomaževič, N., Uleanya, C., Umek, L., Vicentini, G., Yorulmaz, Ö., Zamfir, A.-M., & Aristovnik, A. (2022). Higher education students' achievement emotions and their antecedents in e-learning amid COVID-19 pandemic: A multi-country survey. Learning and Instruction, 80, 101629. https://doi.org/10.1016/j.learninstruc.2022.101629
q3 · i? · associational · r2
Structural paths in the SEM of 17019 higher education students: "both e-learning self-efficacy (β = 0.33, p < .001) and computer self-efficacy (β = 0.10, p < .001) were significantly and positively linked to positive emotions"; only e-learning self-efficacy predicted negative emotions.
"both e-learning self-efficacy (β = 0.33, p < .001) and computer self-efficacy (β = 0.10, p < .001) were significantly and positively linked to positive emotions, while only e-learning self-efficacy (β = −0.38, p < .001) was significantly and negatively linked to negative emotions"
Discussion¶
Learner Variables¶
- Motivation — predictor: learners who differ on it differ in outcomes
- Self-Efficacy — predictor: learners who differ on it differ in outcomes
Related Claims¶
- Pre-actional metacognitive, motivational, and positive-emotional components are positively associated with regulatory behavior in the actional phase, while anger and anxiety are negatively associated — related
- Teacher emotional support buffers the negative association between low math self-efficacy and low engagement — related
- Higher education teachers' self-efficacy beliefs at semester start positively predict students' end-of-course overall rating, learning, and joy, and negatively predict boredom — related
- Class and teacher organization and peer support positively predict self-efficacy, while workload negatively predicts e-learning self-efficacy but positively predicts computer self-efficacy — related
- Self-efficacy mediates the relation between environmental antecedents and achievement emotions in e-learning, supporting the control-value theory mediation structure — a broader claim this one bears on
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
e-learning-vs-computer-self-efficacy-emotions |
title |
E-learning self-efficacy relates to both positive and negative achievement emotions, while computer self-efficacy relates only to positive emotions |
description |
E-learning self-efficacy relates to both positive and negative achievement emotions, while computer self-efficacy relates only to positive emotions |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2022 |
generated |
by process:wiki-ingest on 2026-10-23 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — raccanello-2022 |
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