Duolingo, a gamified educational digital platform, has received significant popularity in EFL education. In this context, the study purposes to explores how Algerian EFL learners respond to using Duolingo as a digital technology learning tool. Specifically, the study sought to investigate the role of Self-Efficacy (SE) and Intrinsic Motivation (IM) in shaping Algerian EFL learners' behavioral intention (BI) to use Duolingo within an extended Technology Acceptance Model (TAM) framework. Both direct and indirect effects were tested alongside the moderating roles of Digital Resource Access and Institutional Support using structural equation modeling approach. Data were collected from 319 EFL undergraduate students through a validated questionnaire. Findings revealed significant direct effect of both Self-Efficacy and Intrinsic Motivation on BI. In addition, Self-Efficacy indirectly influenced BI through perceived usefulness (PU), while Intrinsic Motivation had an indirect effect via Perceived Ease of Use (PEU). Furthermore, Institutional Support and Digital Resource access has significantly moderate the PU and PEU on BI pathways respectively. The study highlights the need for Algerian higher education to adopt local pedagogical and infrastructural strategies to optimize the use of digital language tools in EFL education.

At present, experts and scholars in the field of educational psychology are continually enriching empirical research on how students’ learning motivation and self-efficacy impact their English academic performance, which has long been recognized as an important topic. This article will adopt the method of literature review to conduct a comprehensive summary and analysis of the latest relevant empirical research in recent years. This article aims to find the relationship among EFL learners’ learning motivation, self-efficacy, and English proficiency. The results indicate that the learning motivation and self-efficacy of EFL learners are significantly positively correlated with English academic performance. Additionally, differences in personality traits, perseverance, gender, and other aspects may have an impact on the relationship between EFL learners’ motivation, self-efficacy, and English academic performance. This article finds the limitations in the existing empirical research, including the scarcity of longitudinal experimental studies, the single research sample, the lack of cross-cultural research, and the possible subjective responses in the self-report questionnaire. Based on these limitations, this article puts forward some constructive suggestions for further research by future researchers for reference.

Background: Virtual Reality (VR) represents an emergent paradigm in dental education, providing immersive and interactive simulations that replicate clinical environments without procedural risk. Its pedagogical value lies in enhancing spatial cognition, psychomotor calibration, and learner engagement during periodontal skill training. This study evaluated the cognizance, comprehension, and attitudes of dental students toward VR-assisted periodontal education. Methods: A descriptive cross-sectional survey was conducted among 100 dental students using a pre-validated questionnaire disseminated via Google Forms. The survey assessed perceptions of realism, educational utility, and applicability of VR in periodontal procedures. Descriptive statistics were employed, and responses were expressed as frequencies and percentages. Results: A predominant proportion of respondents (78%) expressed readiness to adopt VR-based training, citing improved visualization, procedural coordination, and self-confidence. Approximately 72% advocated its incorporation into the formal curriculum, although limitations such as economic feasibility and lack of tactile realism were acknowledged. Conclusion: VR-enhanced simulation constitutes a promising adjunct to traditional periodontal education. Its capacity to improve procedural competence, experiential learning, and learner self-efficacy underscores its potential to redefine pedagogical standards in clinical dental training.

This study aims to determine the effectiveness of Scaffolding Question Prompt-based Student Worksheets (LKPD) in improving students' self-efficacy in science learning on the topic of Earth Structure. This study used a quantitative descriptive design involving 30 students of grade VIII-B at MTs Alif Laam Miim Surabaya in the 2024/2025 academic year. Data were collected using a self-efficacy questionnaire developed based on Bandura's indicators and measured using a five-point Likert scale. Data were analyzed descriptively using percentage categorization and statistically using Paired Sample Test. The results showed an increase in the average self-efficacy score from 62.00 (pretest) to 83.33 (posttest) with a significance value of 0.000 (0.05), indicating a significant difference before and after treatment. The categorical shift from "moderate" to "high-very high" further confirms the increase. Therefore, Scaffolding Question Prompt-based LKPD is effective in strengthening students' self-efficacy and supporting more active and independent science learning.

Literature on educational technology has highlighted the roles of AI in personalizing students’ learning and the relationship between learners’ acceptance of technology use and their academic self-efficacy beliefs, both of which contribute to enhancing academic achievement. ChatGPT, a generative language model recently developed by OpenAI, offers opportunities and poses challenges for education. However, limited research has examined how students use ChatGPT to support their personalized learning and the impact of their acceptance of ChatGPT on students’ academic self-efficacy. This study investigated Vietnamese undergraduates’ use of ChatGPT for their personalized learning. It examined the effects of their acceptance of ChatGPT on their academic self-efficacy at a private university in Vietnam. Results from the surveys and interviews indicated that students used ChatGPT to explain and summarize information, answer questions, provide feedback, create texts, and write code. Furthermore, students’ perceived usefulness of ChatGPT did not directly affect their academic self-efficacy. Instead, students’ perceived ease of use and usefulness of ChatGPT indirectly affected students’ academic self-efficacy through students’ attitudes toward ChatGPT. These results suggest improving students’ attitudes is critical for strengthening students’ academic self-efficacy in ChatGPTmediated learning. The study recommends providing structured guidance on using ChatGPT effectively and ethically, which ligns with Vietnam’s 2025 framework of digital competence for learners.

Chinese students’ English learning self-efficacy, enjoyment, L2 grit, disciplinary difference, and performance: a moderated mediation model

This study aims to analyze the influence of teachers’ positive politeness strategies on students’ self-efficacy in Indonesian language learning. The research examines how teachers’ communication strategies can strengthen students’ confidence in their ability to understand and complete learning tasks. Using a quantitative approach, the study involved Grade XI students from SMA Muhammadiyah 4 Surabaya as participants, selected through purposive sampling. Data were collected using questionnaires and analyzed through several stages: (a) validity and reliability testing, (b) classical assumption testing (normality, heteroscedasticity, and linearity tests), (c) simple linear regression analysis, and (d) hypothesis testing (t-test and coefficient of determination). The results indicate that teachers’ positive politeness strategies significantly influence students’ self-efficacy in Indonesian language learning. This is evidenced by an R Square value of 0.552, demonstrating that the politeness strategy variable explains 55.2% of the variation in students’ self-efficacy levels. This study contributes to the field of educational communication by empirically demonstrating that teachers’ use of positive politeness strategies fosters greater student confidence and engagement in language learning. The findings highlight the importance of teacher–student interaction styles as a key factor in enhancing self-efficacy and overall learning effectivenes.

This study examined the effect of the flipped classroom strategy on self-efficacy among secondary school chemistry students in Nigeria, focusing on gender differences. A quasi-experimental design involved 90 Senior Secondary School II students (32 males, 58 females) from two schools in Jigawa State. The experimental group (n = 48) received flipped classroom instruction using offline video lessons on oxidation-reduction reactions, while the control group (n = 42) received conventional instruction. Data were collected using a validated 20-item Self-Efficacy Questionnaire (Cronbach’s α = 0.99) and analyzed using ANOVA. Results showed that students taught through the flipped strategy had significantly higher self-efficacy (M = 87.71) than those taught conventionally (M = 32.36), F(1,88) = 7629.59, p < 0.001, with no significant gender difference (p = 0.209). The study concludes that the flipped classroom significantly improves chemistry self-efficacy, offering an inclusive approach for science education in resource-limited settings.

Exploring enjoyment, motivation, self-efficacy, and engagement in AI-assisted English learning: A self-determination theory approach

This study investigates the relationship between physical activity engagement and self-efficacy for learning among college students. The primary purpose is to examine how different levels of physical activity influence students' confidence in their academic abilities, focusing on areas such as motivation, emotional management, problem-solving, and self-regulation. A quantitative research design, specifically descriptive correlation, was employed to assess the physical activity engagement and self-efficacy of 674 randomly selected respondents. The International Physical Activity Questionnaire (IPAQ) was used to measure the level of physical activity, while a Self-efficacy for Learning Scale was utilized to assess students' self-belief in their academic capabilities. Descriptive and inferential statistics, including frequency counts, means, and Pearson correlation coefficient, were used for data analysis. The findings indicate that most respondents (53%) are highly engaged in physical activity and have high Self-Efficacy for Learning (mean = 2.92). A significant relationship between physical activity engagement and self-efficacy for learning (r=.160**; p=.001) was also revealed, suggesting that higher levels of physical activity are positively linked to increased self-efficacy. These results have important implications for educational institutions, suggesting that promoting physical activity may contribute to students' academic confidence and overall success. The study concludes that a holistic approach, integrating physical and academic development, is essential for fostering well-rounded students. It also recommends that future research explore the long-term effects of physical activity on academic outcomes and investigate specific types of physical activities that are most beneficial for enhancing self-efficacy.

Purpose We addressed concerns about using apps like Quizlet and Socratic to complete multiple-choice quizzes and increase active learning, motivation and a deeper understanding of the content using a project called Quiz Creators. Design/methodology/approach This experimental design explored using an assignment called quiz creators across three different instructors and two majors, including psychology and teacher education, to examine self-efficacy in a pre- and post-test methodology. Students were either in a control group, where they received traditional teaching methodologies or an experimental group, where they participated in the quiz creator assignment and engaged in a peer review process throughout the semester. Findings Overall, using a mixed-factors ANOVA, we found a significant difference over a 16-week timeframe in self-efficacy scores overall (p = 0.02) among all groups combined and a significant difference in time in the experimental and control groups in psychology and teacher education (p = 0.03). Originality/value This is useful for those in the teaching field struggling with students using study guide apps to answer all of their multiple-choice questions on exams and quizzes. This might serve as an alternative option for content and knowledge acquisition.

This study examined the impact of early robotics experiences on kindergarten children’s self-efficacy and performance across multiple domains, including building, following visual instructions, problem-solving, and object repair. Ninety-seven children (ages 4–6) were assigned to either a research group (n = 46) receiving a year-long robotics curriculum or a control group (n = 51) following the standard curriculum. A quasi-experimental pre-test–post-test design was employed. Self-efficacy was measured using dichotomous questionnaire items, and performance was assessed through hands-on age-appropriate repair tasks. Baseline comparisons showed no significant differences between groups, supporting equivalence at the start of the study. Results indicated that children who participated in the robotics program reported greater confidence in building, following visual instructions, and solving problems compared to the control group. Importantly, children in the robotics group not only reported greater confidence in their repair abilities but also outperformed peers in the post-test repair task. These findings indicate that early robotics fosters both beliefs of capability and tangible problem-solving skills in early childhood. Embedding robotics into kindergarten curricula may therefore strengthen foundational self-efficacy and support transferable skills relevant for long-term learning and well-being.

BackgroundThe increased demand for skilled healthcare professionals has sparked interest in examining factors affecting the academic success of non-medical healthcare students.MethodThis study builds on quantitative study using online questionnaire-based survey focusing on the effect of engagement, self-efficacy and self-regulated learning on academic success. A total of 540 students of non-medical health study programmes participated on the study.ResultsThe results show a significant positive correlation between engagement and academic success (r = .50; p < .01), as well as between self-efficacy (r = .43; p < .01) and self-regulation of learning (r = .55; p < .01).ConclusionThe study shows that strengthening engagement, self-efficacy, and self-regulation of learning is crucial for improving students’ academic performance and their successful career preparation. These findings have important implications for educational strategies aimed at optimizing the teaching and support of healthcare students.

This study investigated minority students’ learning in programming. The variables, including self-efficacy, computational thinking, and learning performance were the focus of this study. This study explored the relationships of creative self-efficacy, learning self-efficacy, computational thinking, and learning performance among minority undergraduate students. The influence of creative self-efficacy, learning self-efficacy, and computational thinking on learning performance was explored. The participants were minority students from a HBCU institution in the southeastern United States. Quantitative approaches were performed to analyze the collected data. The results indicated that self-efficacy, learning self-efficacy, and computational thinking were positively correlated with learning performance. Learning self-efficacy and computational thinking were significant predictors of learning performance among minority students.

Individual differences in attentional abilities and learning were examined in a latent variable study. Participants performed a variety of learning tasks while pupillary responses were recorded during learning (a measure of the intensity of attention) and participants provided self-reports of off-task thinking (a measure of the consistency of attention), learning strategies, motivation, and self-efficacy in some of the learning tasks. Participants also performed measures of attention control and working memory. Confirmatory factor analysis suggested that attentional abilities were best represented as three separate factors (behavioral measures of broad attention control, pupillary measures of the intensity of attention, and self-reports of the consistency of attention) and each factor was correlated with the learning factor. Learning was also correlated with working memory, strategy use, motivation, and learning self-efficacy. These factors were differentially correlated with the attention factors. Structural equation modeling suggested that attention control had a direct relation with learning and also demonstrated indirect relations via strategy use and self-efficacy. The intensity of attention was related to learning via indirect relations with attention control, strategy use, and self-efficacy. The consistency of attention was related to learning indirectly via attention control and strategy use. The current results suggest that individual differences in attentional abilities are important for learning and these relations are due to a combination of cognitive, strategic, and conative factors. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

The present study developed and evaluated an integrated disaster nursing education program combining functional training and simulator-based learning to address limitations of traditional, theory-driven approaches. Overall, 49 senior nursing students completed the program using a four-stage repeated-measures design. The findings indicated a substantial enhancement in disaster nursing knowledge over time. However, problem-solving ability, learning self-efficacy, and motivation exhibited improvement only in post hoc comparisons. This contradictory yet fundamental finding suggests that knowledge acquisition occurs more directly, whereas problem-solving and motivational competencies require cumulative practice, feedback, and contextual immersion. Educator reflections and student debriefings further underscored the significance of teamwork, communication, and scenario relevance in facilitating learning transfer. Despite its limitations, including a single-site, female-dominated sample, reliance on self-reported measures, and a brief follow-up period, this study makes a significant contribution to the field of disaster nursing education by presenting a sustainable and adaptable model. Incorporation of multi-institutional and longitudinal designs, as well as qualitative analyses of learning processes will be crucial in future studies. This will ensure the study’s generalizability and long-term impact.

IntroductionDespite significant advancements in artificial intelligence (AI) applications across various disciplines, research on AI’s psychological impacts in music learning contexts remains limited. This study explores the effects of AI-assisted practice apps on violin students’ self-efficacy, performance outcomes and Self-Regulated Learning (SRL).MethodsA four-month quasi-experimental study was conducted with 40 violin majors from a conservatory in South China. All participants received identical classroom instruction and maintained equivalent daily practice time, but the experimental group (n = 20) used AI-assisted practice app while the control group (n = 20) practiced using regular practice methods.ResultsMixed-effects modelling revealed differentiated impacts on self-efficacy dimensions: while the control group experienced natural decline in Music Learning Self-Efficacy (MLSE) as task difficulty increased, AI intervention enabled the experimental group to maintain stable learning confidence. More notably, the experimental group achieved significant improvements in Music Performance Self-Efficacy (MPSE) with large effect sizes, indicating that AI-assisted practice app possesses distinct advantages in enhancing performance confidence. In terms of performance outcomes, the experimental group demonstrated significant improvement while the control group showed a declining trend. Thematic analysis revealed that AI-assisted practice apps support self-regulated learning (SRL) across three critical phases: providing goal-setting and strategic planning support during the forethought phase, facilitates self-monitoring and self-control during the performance phase, and enabling objective evaluation and strategic adjustment during the self-reflection phase.DiscussionThis study enriches understanding of self-efficacy theory in AI technology-enhanced learning environments and demonstrates AI technology’s educational value in instrumental music learning.

Abstract The adoption of corpus technology in school classroom settings remains limited, largely due to insufficient technological pedagogical content knowledge (TPACK) training for pedagogical corpus use. To address this gap, we investigated how teacher education in corpus-based language pedagogy (CBLP), a subdomain of TPACK for corpus technology tailored to language teachers, influenced student TESOL teachers’ self-efficacy for independent language learning and teaching. Employing a mixed-methods approach, including a CBLP training intervention (n = 120), survey data (n = 96), and interviews (n = 8) with student teachers at a university in Hong Kong SAR, China, the research validates a theoretical model through confirmatory factor analysis and structural equation modelling. Results demonstrate that corpus literacy (CL) is foundational for effective CBLP implementation and development of independent learning self-efficacy, which in turn fosters innovative, resource-rich instructional strategies. CBLP also enhances teachers’ self-efficacy for student engagement, fostering more interactive and motivating classrooms. These findings emphasise the value of embedding CL and CBLP within TESOL teacher-education programmes to prepare future language teachers for self-efficacy within dynamic, technology-enhanced classrooms.

Transforming work in the digital era: AI-enhanced leadership and its effect on IT professional burnout.

IntroductionLearning engagement is a critical predictor of core professional competencies in nursing, yet its influencing factors remain unclear. This study examined the mediating roles of achievement motivation and flow in the relationship between online learning self-efficacy and learning engagement among registered nurses (RNs).MethodsA cross-sectional electronic survey was conducted among 657 RNs from two general hospitals in Sichuan Province, China, between March and May 2024. Participants completed validated instruments, including the Adult Online Learning Self-Efficacy Scale, Achievement Motives Scale (AMS), Educational Flow Scale (EduFlow-2), and Learning Engagement Scale. Descriptive statistics, Pearson correlation, and mediation analysis were conducted using SPSS v29.0. Structural equation modeling was performed using AMOS v24.0.ResultsThe average learning engagement score was 61.55 ± 11.07. Online learning self-efficacy (r = 0.498, p < 0.01), achievement motivation (r = 0.550, p < 0.01), and flow (r = 0.424, p < 0.01) were all positively associated with learning engagement. Achievement motivation (22.2%), flow (24.7%), and their chain effect (11.2%) partially mediated the link between self-efficacy and engagement.DiscussionOnline learning self-efficacy influences RN learning engagement both directly and indirectly, with mediation effects exerted through achievement motivation and flow. These findings highlight the importance of fostering self-efficacy and motivational processes to enhance engagement in online nursing education.