Exploring the Factors That Influence College Students' Academic Self-Efficacy in Blended Learning: A Study From the Personal, Interpersonal, and Environmental Perspectives. (June 2022)

• Record Type: Journal Article
• Authors: Wei, Yitong; Shi, Yinghui; MacLeod, Jason; Yang, Harrison Hao
• Is Part Of: SAGE Open. Volume 12:Number 2(2022)
• Publication Date: 2022-06
• Subjects: blended learning -- academic self-efficacy -- learning motivation -- instructor support -- student-to-student connectedness -- performance expectancy -- effort expectancy -- social influence -- facilitating conditions; Social sciences -- Periodicals; 300.5
• DOI: 10.1177/21582440221104815
• Languages: English
• ISSNs: 2158-2440

Abstract

Academic self-efficacy is identified as one of the strongest predictors of students' academic performance. However, few studies have explored the factors that influence students' academic self-efficacy in a blended learning environment. By developing a comprehensive model, this study investigates the main factors that influence students' academic self-efficacy in blended learning from the personal, interpersonal, and environmental perspectives. The relevant information was acquired through a questionnaire survey. The participants included 366 college students at a university in central China. Hierarchical regression analysis shows that intrinsic motivation, extrinsic motivation, instructor support, performance expectancy, and facilitating conditions are significant predictors of students' academic self-efficacy in blended learning. The findings expand the understanding of students' academic self-efficacy in technology-enhanced learning environments and provide valuable insights that could help to improve the appropriateness of instructional design in blended learning courses.