The Relationship among Academic Self-Efficacy, Academic Resilience, and Academic Flow: The Mediating Effect of Intensity Using Learning Management System

Abstract

University students can have low academic flow when using a Learning Management System (LMS). Three variables are predicted to correlate with the academic flow (FA) of students who use LMS: academic self-efficacy (ASE), academic resilience (AR), and LMS use intensity (LMSI). This study looks at the link between academic self-efficacy, academic resilience, LMS use intensity, and academic flow among university students who use LMS. This study employs a quantitative approach, using correlational approaches and path analysis. Furthermore, 740 Indonesian university students who used LMS participated in this study. This study used the partial least squares-structural equation model (PLS-SEM) to analyze data. This study found that academic resilience and LMS use intensity are both positively and significantly associated with academic flow in university students who use LMS. Furthermore, the current research results show that academic self-efficacy is not directly related to academic flow among university students. Aside from that, the study's findings imply that LMS usage intensity is a deciding variable for academic flow among university students who use LMS and that it can control the link between academic self-efficacy, academic resilience, and academic flow. Academic resilience and LMS use intensity must be considered when improving university students' academic flow using LMS.