Self-efficacy mediates the relation between environmental antecedents and achievement emotions in e-learning, supporting the control-value theory mediation structure¶

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? In a SEM of 17019 students, e-learning and computer self-efficacy mediated relations between environmental antecedents (class/teacher organization, workload, peer support) and positive and negative achievement emotions, with exceptions for teacher support. → 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

Cross-sectional SEM (robust maximum likelihood, N = 17019) testing CVT mediation; the model fit well (CFI = 0.932, RMSEA = 0.045) and "e-learning self-efficacy mediated the relation of environmental antecedents with positive emotions, partially for class organization (indirect effect: 0.17, p < .001)".

"Regarding the role of self-efficacy as a mediator, e-learning self-efficacy mediated the relation of environmental antecedents with positive emotions, partially for class organization (indirect effect: 0.17, p < .001)"

Discussion¶

Related Claims¶

• 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 — a narrower finding that bears on this claim
• E-learning self-efficacy relates to both positive and negative achievement emotions, while computer self-efficacy relates only to positive emotions — a narrower finding that bears on this claim