Students’ Digital Media Self-Efficacy and Its Importance for Higher Education Institutions: Development and Validation of a Survey Instrument

Abstract

Although digital media are in general very common, their role in academic settings and their relevance for academic achievement are not satisfactorily explored. A research gap that is particularly apparent during the corona crisis in 2020 when university processes in many countries are suddenly almost completely digitalised. Research suggests a link between students’ diversity, in particular, their socio-economic background, academic self-efficacy expectations, study-related attitudes, and academic achievement. However, previous empirical studies on digital media at universities predominantly describe different types of media usage patterns but little is revealed about the students’ study-related attitudes and performance. The present study aims at developing a survey instrument to explore the relationship of individual, contextual as well as social background factors concerning academic achievement, with a special focus on academic and digital media self-efficacy expectations (DMSE). For this purpose, a new scale for DMSE has been constructed, based on existing psychological research. After pre-testing the instrument in 2017, data was collected at four German universities in summer 2018 (n = 2039). Validity and reliability are shown and the instrument appears suitable for further research in order to explore the interplay of student learning and digital media use in higher education, integrating the institutional and social context.

Toward a framework for strengthening participants' self-efficacy in online education

“…In this context, the remark of Hodges (2008) becomes pertinent that the role of self-efficacy in online environments is only in its infancy that needs more studies. To this note, subsequent researchers studied the role of self-efficacy in online education, and the spotlight of these studies mostly was on the technology factor of self-efficacy in online learning, like computer self-efficacy (Pellas, 2014), Internet self-efficacy (Lin et al , 2013; Kuo et al , 2014), digital media self-efficacy (Pumptow and Brahm, 2020), learning management system (LMS), self-efficacy (Prior et al , 2016; Martin et al , 2010) and ICT self-efficacy (Cusso-Calabuig et al , 2018; So et al , 2012). Few studies focused on the role of self-efficacy, task value (Joo et al , 2013) and academic self-efficacy factors (Jan, 2015; Cho and Shen, 2013; Yokoyama, 2019), and few others focused on the general self-efficacy (Gebara, 2010) in online education.…”

“…Purpose of the study Thus, self-efficacy, the intrinsic self-belief, has a big role in academic activities, including online education (Pumptow and Brahm, 2020). Bandura (1997) himself found that because of the swift progress of technological tools, the pedagogical use of technology may require special and ever-evolving types of teacher self-efficacy.…”

“…Found personal innovativeness in the domain of ICT identified as an important factor influencing computer self-efficacy for instructors. Computer experience was significantly associated with computer self-efficacy for instructors and for learners Hong et al (2017) efficacy in online learning, like computer self-efficacy (Pellas, 2014), Internet self-efficacy (Lin et al, 2013;Kuo et al, 2014), digital media self-efficacy (Pumptow and Brahm, 2020), learning management system (LMS), self-efficacy (Prior et al, 2016;Martin et al, 2010) and ICT selfefficacy (Cusso-Calabuig et al, 2018;So et al, 2012). Few studies focused on the role of selfefficacy, task value (Joo et al, 2013) and academic self-efficacy factors (Jan, 2015;Cho and Shen, 2013;Yokoyama, 2019), and few others focused on the general self-efficacy (Gebara, 2010) in online education.…”

Investigating Effects of Self-Efficacy and Infrastructure on Teachers' ICT Use, an Extension of UTAUT

“…Teo (2014) and Hatlevik (2017) demonstrated a positive relationship between self-efficacy about using digital tools and the use of ICT for teaching purposes. But studies like Pumptow & Brahm (2020), Hatlevik & Hatlevik (2018), or Ertmer & Ottenbreit-Leftwich (2010) found several other internal factors make this integration successful for the teachers like technological knowledge, pedagogical knowledge, content knowledge, that jointly composed teachers' ICT selfefficacy belief. These are all teacher related human factors affecting ICT use.…”

The Impacts of Covid-19 Pandemic: External Shock of Disruption Education and Financial Stress Cohesion

“…The importance of the role of parents in the development of learning at home (Albintary et al, 2018). Child development is influenced by parenting self-efficacy (Pumptow & Brahm, 2020) parenting self-efficacy helps children to develop themselves and obtain a joint evaluation (Opoku et al, 2020). The importance of self-efficacy can help children to improve life skills and good attitudes.…”