Self-efficacy for learning was positively related to teaching presence, self-regulation, and cognitive presence among Korean undergraduates during COVID-19¶
Claim · All claims
Evidence · 1 study · associationalr2·q2·i3large
Currency · newest study 2023 · 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.
q2 i3 Self-efficacy for learning had a positive relationship with teaching presence (β = 0.448), self-regulation (β = 0.729), and cognitive presence (β = 0.212), all p < 0.001. → 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 · i3 · associational · r2
SEM analysis of survey data from 1435 Korean undergraduates supported H1, H2, and H3, with path coefficients "β = 0.448", "β = 0.729", and "β = 0.212" respectively, all significant at p < 0.001.
"The findings indicated that self-efficacy for learning had a positive relationship with teaching presence (β = 0.448, t = 15.458, p < 0.001), self-regulation (β = 0.729, t = 21.119, p < 0.001), and cognitive presence (β = 0.212, t = 5.992, p < 0.001); thus, H1, H2, and H3 were supported."
Discussion¶
Related Claims¶
- 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) — related
- Cognitive presence was positively related to learning engagement and mediated relationships of teaching presence (full) and self-regulation (partial) with engagement — related
- 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
- Self-regulation was positively related to both cognitive presence and learning engagement — related
- Teachers' self-innovativeness has a significant positive effect on their accountability among Israeli teachers during COVID-19 distance teaching — related
Page metadata
| Field | Value |
|---|---|
status |
review |
generated |
by process:wiki-ingest on 2026-10-28 |
trust |
unverified — no one has confirmed this page's content |
Frontmatter is the page's machine-readable record — see the Schema & Guide.