Abstract
Global virtual teams (GVT) have emerged as a valuable model for facilitating virtual exchange (VE) in business and educational settings. A comprehensive four-year longitudinal study spanning from 2018 to 2021 investigated a model of self-efficacy that include discernment, resourcefulness, diverse options, creative thinking, fairness, emotional regulation, and culture. Our sample consisted of participants surveyed before the GVT experience (n=584) and after the GVT experience (n=399), representing learners from six countries. The results of the study unveiled several key findings: (a) self-efficacy was influenced by multiple factors, with fairness emerging as a more significant contributor after the GVT experience; (b) irrespective of the GVT experience, learners from individualist countries demonstrated higher levels of self-efficacy compared to those from collectivist countries, suggesting that cultural dimensions play a role in shaping learners' self-efficacy, regardless of their participation in GVT activities; and (c) when controlling for the pandemic, there was a specific impact to the learner as it related to self-efficacy and the experience of global learning. These insights contribute to our understanding of the intricate dynamics of self-efficacy in the realm of virtual exchange and provide valuable implications for educators, organizations, and policymakers seeking to enhance learner outcomes in global virtual team settings.
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