Measuring Emotional Self-Efficacy of Students in Online Synchronous Teaching Environments in India

Abstract

ABSTRACT Emotional self-efficacy of students has been found to be associated with their overall performance in different contexts. The exponential growth of online education and increased use of online synchronous teaching-learning environments presents an opportunity to assess the emotional self-efficacy of students in this unique context. Although there has been research in the area of technological self-efficacy, the unique demands of real-time online teaching in synchronous environments necessitate a deeper understanding of emotional self-efficacy. Grounded in Bandura’s Self-Efficacy Theory (1982) and Mayer and Salovey’s Emotional Intelligence model (1997), this study aims to develop and validate a standardized scale to measure the emotional self-efficacy of students in online synchronous teaching environments in India. The study was conducted on a diverse sample of 480 students from two universities in India. Exploratory factor analysis was performed on the first draft of the scale, which initially included 19 items scored on a 5-point Likert Scale. Two items were dropped from the scale model, with the final version containing 17 items. The four factors identified are “Perceiving emotions,” “Using emotions to facilitate thinking,” “Regulating emotions,” and “Recognizing classmates’ emotions.” The identified factors aligned with the adopted theoretical framework, and the cumulative proportion of variance in the rotated solution was 61.9%. The test–retest reliability of the scale was 0.752. The research has significant implications for designing online courses and programs, as well as for creating policies and practices to capitalize on the emotional gains of students through a well-planned strategy. The study calls for further research in the area of cross-cultural applications of the scale and the relationship between emotional self-efficacy and educational outcomes.