Exploring the Factors That Influence College Students’ Academic Self-Efficacy in Blended Learning: A Study From the Personal, Interpersonal, and Environmental Perspectives

Yitong Wei, Yinghui Shi, Jason MacLeod and Harrison Hao Yang

SAGE Open, 2022, vol. 12, issue 2, 21582440221104815

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.

Keywords: blended learning; academic self-efficacy; learning motivation; instructor support; student-to-student connectedness; performance expectancy; effort expectancy; social influence; facilitating conditions (search for similar items in EconPapers)
Date: 2022
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Persistent link: https://EconPapers.repec.org/RePEc:sae:sagope:v:12:y:2022:i:2:p:21582440221104815

DOI: 10.1177/21582440221104815

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