Self-efficacy and college students’ perceptions and use of online learning systems

Abstract

This research hypothesized a mediated model in which a set of antecedent variables influenced students’ online learning self-efficacy which, in turn, affected student outcome expectations, mastery perceptions, and the hours spent per week using online learning technology to complete learning assignments for university courses. The results are consistent with the inference of a partially mediated model in which the block of antecedents had a direct effect on self-efficacy, a direct influence on the outcome measures, and an indirect effect on the outcomes through their influence on self-efficacy. In general, the findings suggest that the relationships between self-efficacy, its antecedents, and several online learning outcomes are more complex than has typically been recognized in the research.