In a cross-sectional survey analysed with SEM, self-efficacy's direct path to learning engagement was non-significant, and its association with engagement ran indirectly through self-regulation, teaching presence and cognitive presence (statistical mediation, which cannot show cause)¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2023 · checked against its sources 2026-10-28 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? The direct path from self-efficacy to learning engagement was non-significant (β = 0.056, ns), while the indirect paths were significant (β = 0.597, p < 0.05); these are SEM paths in cross-sectional survey data, so they describe associations, not causal effects. → Doo 2023

Evidence¶

Doo 2023¶

Doo, M. Y., Bonk, C. J., & Heo, H. (2023). Examinations of the relationships between self-efficacy, self-regulation, teaching, cognitive presences, and learning engagement during COVID-19. Education Tech Research Dev. https://doi.org/10.1007/s11423-023-10187-3

q2 · i? · associational · r2

SEM results from the survey of 1435 undergraduates showed the direct path "β = 0.056, ns" while indirect effects were "β = 0.597, p < 0.05", which the authors read as full mediation through self-regulation, teaching presence, and cognitive presence. The survey was voluntary and taken at one time point at one Korean university, so the model shows a pattern of associations and cannot establish that self-efficacy causes engagement or that the mediators carry a causal effect.

"Whereas the direct effects of self-efficacy on learning engagement were not significant (β = 0.056, ns), the indirect effects were significant (β = 0.597, p < 0.05). Therefore, the total effects of self-efficacy on learning engagement were significant (β = 0.654, p < 0.05)."

Discussion¶

Learner Variables¶

• Self-Efficacy — predictor: learners who differ on it differ in outcomes
• Self-Regulation — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Teaching presence was positively related to cognitive presence but had no direct relationship with learning engagement; cognitive presence fully mediated the teaching presence–engagement relationship — related
• Cognitive presence was positively related to learning engagement and mediated relationships of teaching presence (full) and self-regulation (partial) with engagement — related
• Self-efficacy for learning was positively related to teaching presence, self-regulation, and cognitive presence among Korean undergraduates during COVID-19 — related
• Teachers' self-innovativeness has a significant positive effect on their accountability among Israeli teachers during COVID-19 distance teaching — related
• Student engagement fully mediates the relationships between lecturer charismatic leadership/technology use and learning performance — related