Abstract
Recently, online learning has been broadened to support learners’ learning processes. Attention has been given to academic self-efficacy (ASE) in educational psychology as an influential factor to enhance academic performance. Consequently, previous studies that have examined the relationship between ASE and online academic performance are reviewed and future directions discussed. Because there are limited findings to conduct a systematic meta-analysis on the relationship between ASE and academic performance in an online learning environment, a focused narrative review based on the previous findings are outlined. Finally, future directions, particularly in relation to similar and different aspects between a general learning and online learning environment are discussed.
Highlights
Online learning or distance education environments have been broadened to support learning processes in various domains and various levels of knowledge or proficiency
In previous three meta-analysis studies examining the relationship between academic self-efficacy (ASE) and academic performance including all educational settings (i.e., Robbins et al, 2004; Richardson et al, 2012; Honicke and Broadbent, 2016), only studies in online learning setting were extracted from these reference lists
The results have consistently revealed that higher scores of ASE are more likely to result in higher levels of academic performance
Summary
Online learning or distance education environments have been broadened to support learning processes in various domains and various levels of knowledge or proficiency. Studies examining correlation or modeling between ASE and academic performance in online learning setting were selected manually. In previous three meta-analysis studies examining the relationship between ASE and academic performance including all educational settings (i.e., Robbins et al, 2004; Richardson et al, 2012; Honicke and Broadbent, 2016), only studies in online learning setting were extracted from these reference lists.
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