Impact of Self-Efficacy and Self-Regulated Learning on Satisfaction and Academic Performance in Online Learning

Siti Fairus Fuzi, Siti Ramizah Jama, Siti Nursyahira Zainudin, Bushra Abdul Halim, Nurul Emyza Zahidi, Nordianah Jusoh and Wan Hartini Wan Hassan

Information Management and Business Review, 2024, vol. 16, issue 3, 267-281

Abstract: During the COVID-19 pandemic, universities widely adopted online and blended learning highlighting the need to investigate students’ self-efficacy and self-regulation in such an environment. This study examines the impact of self-efficacy and self-regulated learning on students’ satisfaction and academic performance in online learning contexts. Data were collected from 442 university students across various disciplines focusing on six dimensions of online learning self-efficacy and self-regulated learning. The findings reveal that both online learning self-efficacy and online self-regulated learning are at high levels for students in general, with no significant gender differences. Younger students, those in lower semesters and those with reliable internet connectivity exhibited higher levels of these attributes. Non-graduates demonstrated greater self-efficacy in social and academic interaction while management science social science and humanities students exhibited higher levels of online self-regulated learning. Further analysis shows that total online learning platforms used and online learning quality significantly predicted both self-efficacy and self-regulated learning. However, the total semesters using online learning and total online courses taken had no significant effect on these factors. Online self-regulated learning was strongly determined by self-efficacy. Self-efficacy in computer or internet, in the online learning environment, and in time management were significant predictors of online learning self-efficacy. In contrast, environment structuring, time management, goal setting and help-seeking were significant predictors in online self-regulated learning. Self-efficacy in time management and environment structuring were the highest contributing factors for online learning self-efficacy and online self-regulated learning respectively. However, only online self-regulated learning significantly influenced academic performance.

Date: 2024
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Persistent link: https://EconPapers.repec.org/RePEc:rnd:arimbr:v:16:y:2024:i:3:p:267-281

DOI: 10.22610/imbr.v16i3(I).3814

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