Predictors of Electronic Learning Self-Efficacy: A Cross-Sectional Study in Saudi Arabian Universities

Monira I Aldhahi,Abdulfattah S Alqahtani,Baian A Baattaiah

doi:10.3389/feduc.2021.614333

Abstract

This study aims at describing academic self-efficacy in online learning and exploring the determinant factors of learners’ academic self-efficacy. In this cross-sectional survey-based study, 892 respondents voluntarily participated in and completed the survey. Online learning self-efficacy was assessed using an online academic self-efficacy questionnaire. The sociodemographic characteristics showed that 85% of the respondents were female, 21% were medical students, and 13% were postgraduate students. Most respondents reported insufficient self-efficacy for learning and time management, whereas 51% showed good self-efficacy for technology. When considering the study’s field, more medical students reported good self-efficacy scores for learning and technology (36% and 68%, respectively) than non-medical students (33% and 47%, respectively). Time management self-efficacy was mostly reported to be good (47%) among those with a high grade point average. The results showed that educational status, field of study, and learning satisfaction were significant predictors of self-efficacy for learning and technology (p &lt; 0.001). Gender, academic performance, and learning satisfaction were significant predictors of self-efficacy for time management (p &lt; 0.001). Self-efficacy can play a major role in online learning, particularly in circumstances like the sudden transformation of the educational system that has occurred during the COVID-19 pandemic. An effective academic self-efficacy of learning, use of technology, and time management skills should also be emphasized. The value of this research lies in exploring the electronic learning self-efficacy and its predictor among university students. The research findings help us improve students’ academic self-efficacy to enhance the learning environment by planning new studies.

Highlights

Academic self-efficacy is a core element of a successful learning environment (Shen et al, 2013)
A total of five universities were included in the study, FIGURE 2 | Participants’ responses to the electronic learning selfefficacy domains
We found that respondents in King Abdulaziz University (KAU) reported a higher percentage (59%) of good self-efficacy for technology compared with those in KSU, TU, PNU, and IMSIU

Summary

Introduction

Academic self-efficacy is a core element of a successful learning environment (Shen et al, 2013). It is defined as “individuals’ confidence in their ability to successfully perform academic tasks at a designated level” (Schunk, 1991). The construct of self-efficacy was recognized by Bandura in 1997 as “beliefs in one’s capabilities to organize and execute the courses of action required to produce given attainments” (Bandura, 1997). Electronic Learning Self-Efficacy individuals feel, think, and perceive motivation, thereby determining their actions and behaviors. Bandura’s social-cognitive theory recognizes self-efficacy as an element of learning systems that influences students’ development (Bandura, 1986; Zimmerman et al, 1992). Higher academic self-efficacy might be directly linked to students’ coping behavior. Self-efficacy for online learners might be influenced by previous success with online learning, precourse training, instructor feedback, and anxiety related to the online learning technology (Bates and Khasawneh, 2007)

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Conclusion