The role of social support in enhancing self-efficacy and learning satisfaction in online education among secondary school students

Abstract

Listen

Translate article

Purpose The purpose of this study is to explore how different forms of social support, namely, family, friends and teachers enhance students’ computer internet self-efficacy (CIS) and its subsequent impact on learning satisfaction. By understanding these relationships, this study aims to provide insights into how social interactions influence digital competency and self-directed learning (SDL). In addition, it seeks to assess the significance of course clarity (CC) in promoting a positive learning experience. These findings aim to guide educators and policymakers in improving online education by integrating effective social support structures and clear instructional strategies. Design/methodology/approach This study uses a structural equation modelling (SEM) approach to examine the role of social support in enhancing self-efficacy and learning satisfaction among secondary school students in India. Data were collected from a diverse sample of urban secondary school students across six major cities. The study investigates how social support from family, friends and teachers influences students’ CIS, subsequently impacting CC, SDL and overall learning satisfaction in online education settings. The analysis highlights key relationships between these factors, offering insights into the dynamics of digital learning experiences. Findings This study reveals that family and friend support significantly influence students’ CIS, which in turn enhances their confidence and ability to navigate digital learning tools. Peer support emerged as the most influential factor in fostering digital confidence, whereas teacher support (TS) was particularly crucial in online learning settings. Furthermore, CC was strongly associated with perceived satisfaction, highlighting the need for well-structured digital curricula. Students with higher self-efficacy were more likely to engage in SDL, emphasizing the importance of digital competency in fostering independent study habits and overall learning satisfaction. Research limitations/implications This study is limited to urban secondary school students in six major Indian cities. Future research should explore rural and international contexts to understand how social support influences self-efficacy and learning satisfaction in different educational settings. In addition, the study focuses on current digital learning environments and does not account for emerging technologies that may further impact student experiences. Expanding the research to include newer digital learning tools and platforms can provide a more comprehensive understanding of these dynamics. Practical implications The findings highlight the need for educational institutions to strengthen social support mechanisms, particularly peer and TS, to enhance students’ digital confidence. In addition, ensuring CC is essential for improving learning satisfaction. Schools and educators should focus on structured, well-organized course designs that facilitate easy navigation and comprehension. Training programmes for teachers on effective digital pedagogies and the role of social support in online education can also be beneficial. These insights can help shape policies aimed at improving student engagement and satisfaction in digital learning environments. Social implications This study underscores the importance of social interactions in online education, emphasizing the role of peer and TS in enhancing digital learning experiences. The findings suggest that fostering a supportive learning community can significantly improve students’ self-efficacy and engagement with digital tools. By promoting strong social networks in online learning, educators can help bridge digital divides and create inclusive learning environments. In addition, recognizing the role of family support in education can encourage policies that involve parents in their children’s digital learning experiences, ultimately contributing to better academic outcomes. Originality/value This research contributes to the literature by providing a nuanced understanding of how social support, self-efficacy and CC collectively influence learning satisfaction in online education. Although previous studies have examined these factors in isolation, this study integrates them to offer a more comprehensive perspective. The findings provide valuable insights for designing effective, supportive online learning environments. By emphasizing the significance of peer and TS, as well as structured course design, this research informs educational policies and practices that aim to improve digital learning experiences for secondary school students in India and beyond.