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¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Class organization (β = 0.52), teacher organization (β = 0.21), and peer support (β = 0.04) positively predicted e-learning self-efficacy; workload negatively predicted e-learning self-efficacy (β = −0.06) but positively predicted computer self-efficacy (β = 0.04). → 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

SEM paths from environmental antecedents to the two self-efficacy factors in the 17019-student survey; "workload was significantly linked to self-efficacy, negatively for e-learning self-efficacy (β = −0.06, p < .001) and positively for computer self-efficacy (β = 0.04, p = .021)".

"workload was significantly linked to self-efficacy, negatively for e-learning self-efficacy (β = −0.06, p < .001) and positively for computer self-efficacy (β = 0.04, p = .021)"

Discussion¶

Learner Variables¶

• Motivation — outcome: instruction changes it
• Self-Efficacy — outcome: instruction changes it
• Social Supports — predictor: learners who differ on it differ in outcomes

Related Claims¶

• 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
• E-learning self-efficacy relates to both positive and negative achievement emotions, while computer self-efficacy relates only to positive emotions — related
• Gender/sex predicted reporting that getting help from peers increased self-efficacy when modeled alone, but this relationship was attenuated after accounting for initial self-efficacy — related