Structural relationship of academic self-efficacy, mobile learning readiness, and academic performance among graduate students: a mediation study

Salimi, Ghasem; Heidari, Elham; Mohammadjani, Mitra; Mousavi, Amin

doi:10.1080/10494820.2022.2146142

Cited by 4 publications

(5 citation statements)

References 47 publications

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“…The important paths from M-learning to social media and afterwards to academic performance underline social media's influential role in the educational landscape. | 15 of 20 to this trend of thinking by noting how social media platforms have evolved into academic communities that foster peer-to-peer learning and information sharing, which may lead to improved academic outcomes (Salimi et al, 2022).…”

Section: Discussionmentioning

confidence: 99%

“…Odinokaya et al. (2022) add to this trend of thinking by noting how social media platforms have evolved into academic communities that foster peer‐to‐peer learning and information sharing, which may lead to improved academic outcomes (Salimi et al., 2022).…”

Section: Discussionmentioning

confidence: 99%

“…Odinokaya et al (2022) emphasize that initially intended for personal contact, social media platforms have undergone a significant transformation and evolved into thriving academic communities. These platforms promote collaborative learning, improve the flow of knowledge and enable a broader range of peer interactions, thus enhancing academic experience and potentially improving performance (Salimi et al, 2022).…”

Section: H2mentioning

confidence: 99%

“…M‐learning has become a significant trend in higher education, prompting various responses from the academic community regarding its effectiveness and influence (Salimi et al., 2022). On the one hand, several studies have provided insights into the positive consequences of M‐learning for university students (Al‐Rahmi et al., 2022; Aslam et al., 2021; Shukla, 2021).…”

Section: Literature Reviewmentioning

confidence: 99%

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Tech‐infused classrooms: A comprehensive study on the interplay of mobile learning, ChatGPT and social media in academic attainment

Amjad,

Aslam,

Tabassum

2024

Euro J of Education

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Mobile learning (M‐learning), ChatGPT and social media are integral to university education, improving accessibility, personalization and interactive engagement in the learning process. This paper aimed to investigate the role of M‐learning, ChatGPT and social media in university students' academic performance. It was a cross‐sectional quantitative investigation, and data were collected from 600 university students through a self‐developed questionnaire having four subscales (M‐learning, ChatGPT, social media and academic performance). Simple linear regression and process macro were deployed to test study hypotheses. The analysis revealed that M‐learning is a significant contributor to students' academic performance at the university level (β = .460, t(598) = 12.663, p < .001). Social media were found to be significantly mediating the relationship between M‐learning and academic performance with coefficient B = .267, SE = .038, t(597) = 7.08, p < .001, 95% CI [0.193, 0.341]. ChatGPT was significantly contributing to academic performance (B = .288, t(596) = 2.50, p = .013), but the interaction term had an insignificant effect on the relationship between M‐learning and academic performance (β = .292, t(596) = −0.43, p = .668). The study suggests that M‐learning can improve students' performance. The influence of social media and the non‐moderating role of ChatGPT indicate the need for strategic integration of these tools to enhance university students' outcomes. It is recommended that university students should judiciously use social media to enhance M‐learning. In contrast, universities should foster this integration to achieve educational aims and explore how AI tools like ChatGPT can be optimally deployed to improve learning.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: H2mentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

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Tech‐infused classrooms: A comprehensive study on the interplay of mobile learning, ChatGPT and social media in academic attainment

Amjad,

Aslam,

Tabassum

2024

Euro J of Education

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“…Providing rapid feedback and the level of academic self-efficacy can be a solution to creating learning effectiveness (Tran, 2022). Preparation and debriefing of students need to be prepared and debriefed to equip students to follow a hybrid learning system that is different from face-to-face learning (Salimi et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

Understanding Student Engagement in Hybrid Learning : An Analysis Impact Digital Literacy and Academic Self-Efficacy

Jaya,

Nurqamarani

2023

j. kependidikan. has. penelit. kaji. kepustakaan. bid. pendidik

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This study analyzes student engagement in hybrid learning by analyzing digital literacy and academic self-efficacy. This study used a quantitative approach with the survey as a data collection method. The population in this study was 370 students, the faculty of teacher training and education at state universities in Jakarta, and private universities in Banten and Lampung. The sampling technique used was proportional random sampling, obtained by 105 respondents. Data was collected through questionnaires, and structural equation modeling (SEM) was used to analyze the relationship between constructs. The results of this study state that Digital literacy and academic self-efficacy play an important role in creating student engagement in hybrid learning. The ability of students to use digital learning resources will support active participation in the learning process. A high academic level of self-efficacy also helps them to be able to have confidence and perseverance during the learning process. Digital literacy and academic self-efficacy will bring students to be actively involved in the digital learning environment and play an essential role in shaping or maintaining student motivation and persistence in learning. Students' engagement levels can be increased by increasing their ability to use digital technology effectively and increasing their confidence that they can achieve their desired academic goals.

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Exploring the role of internet self-efficacy, perceived enjoyment, and anxiety on learning outcome in intelligent personal assistant-based EFL learning

Hong,

Tai

2024

Innovation in Language Learning and Teaching

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Structural relationship of academic self-efficacy, mobile learning readiness, and academic performance among graduate students: a mediation study

Cited by 4 publications

References 47 publications

Tech‐infused classrooms: A comprehensive study on the interplay of mobile learning, ChatGPT and social media in academic attainment

Tech‐infused classrooms: A comprehensive study on the interplay of mobile learning, ChatGPT and social media in academic attainment

Understanding Student Engagement in Hybrid Learning : An Analysis Impact Digital Literacy and Academic Self-Efficacy

Exploring the role of internet self-efficacy, perceived enjoyment, and anxiety on learning outcome in intelligent personal assistant-based EFL learning

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