Examining various variables related to authentic learning self-efficacy of university students in educational online social networks: Creative self-efficacy, rational experiential thinking, and cognitive flexibility.

Abstract

The purpose of this study is to examine the relationships between creative self-efficacy (CSE), rational experiential thinking, and cognitive flexibility thinking skills, and authentic learning self-efficacy (ALSE) as a result of authentic learning (AL) activities in educational online social networks. The participants of the research are 102 university students. The study group was determined by a convenient sampling method. Variance-based PLS-SEM using partial least square was used to examine the relationships between research variables. According to the research findings, it is seen that cognitive flexibility in online social networks has a significant effect on experiential ability and rational favorability. Findings show that rational favorability has a positive and significant effect on CSE. Research findings indicate that personal variables such as gender, age, and academic success perception do not have a significant effect on CSE in learning that takes place in online social networks. It was evaluated whether CSE has an effect on online ALSE, and it was found that other sub-dimensions other than “keeping up with technological advancements” are significant.