Effets des motifs d’entrée, des croyances d’efficacité personnelle et de l’engagement en formation sur le maintien, l’échec et la réussite des étudiants en situation de e-learning

Relational and psychological factors affecting exam participation and student achievement in online college courses

“…As for academic efficacy beliefs, they had a significant positive effect on the three components of engagement as well as on participation and achievement in examinations (Hypotheses 3a and 3b were confirmed). These results confirm those put forward in the literature review and emphasize the key role of perceived self-efficacy among online students in completing their course (Bates & Khasawneh, 2007;Francescato et al, 2006;Hu & Hui, 2012;Vayre et al, 2014;Wang & Newlin, 2002). However, internet self-efficacy did not explain the other processes and behaviors examined in our model, particularly learning engagement (see Hypothesis 3d; Hu and Hui, 2012).…”

“…The study by Wang and Newlin (2002), which also examines the self-efficacy beliefs on learning and its technical aspects, showed that these beliefs favor student success in examinations. Finally, Vayre, Vonthron and Vannereau (2014) also highlighted the positive role of personal academic self-efficacy on engagement (i.e. enthusiasm, perseverance, reconciliation) and on passing exams for online students.…”

“…The findings of Kim et al (2005) indicate that academic engagement is negatively correlated with the intention to drop out of online students. Finally, Vayre et al (2014) highlight the positive role of engagement in online student retention and achievement. They find, in fact, that online students reporting a high degree of perseverance at the beginning of their studies are more likely to complete their year of study and less likely to fail exams.…”

“…Other researches established positive associations between the sense of belonging to a learning community and efficacy beliefs (Vayre & Vonthron, 2017), engagement (Hu & Hui, 2012;Oncu & Cakir, 2011;Rovai, 2001;Rovai & Barnum, 2003), retention or achievement (Kim et al, 2005;Liu, Magjuka, Bonk & Lee, 2007). Moreover, previous literature stated that self-efficacy can be linked to students' engagement (Bates & Khasawneh, 2007;Hu & Hui, 2012;Vayre et al, 2014) and success (Francescato et al, 2006;Vayre et al, 2014;Wang & Newlin, 2002). Several authors also indicated that engagement positively influenced students' retention and achievement (Kim et al, 2005;Oncu & Cakir, 2011;Vayre et al, 2014).…”

“…Moreover, previous literature stated that self-efficacy can be linked to students' engagement (Bates & Khasawneh, 2007;Hu & Hui, 2012;Vayre et al, 2014) and success (Francescato et al, 2006;Vayre et al, 2014;Wang & Newlin, 2002). Several authors also indicated that engagement positively influenced students' retention and achievement (Kim et al, 2005;Oncu & Cakir, 2011;Vayre et al, 2014).…”