The impact of information-seeking self-efficacy and online learning self-efficacy on students' performance proficiency

Tang, Yingqi; Tseng, Hung Wei; Tang, Xinyi

doi:10.1016/j.acalib.2022.102584

Cited by 22 publications

(22 citation statements)

References 34 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…A high level of selfefficacy has a positive effect on students' behavior towards their online learning motivation. This is supported by Tang et al (2022) where the findings revealed that there was a significant correlation between online learning self-efficacy and performance proficiency. Kasuma et al (2021) also found that the students perceived a high level of self-efficacy towards online class.…”

Section: Summary Of Findings and Discussionsupporting

confidence: 54%

Exploring Online Learning Motivation among Undergraduates Through Social Cognitive Theory

Mustafa¹,

Amali²,

Rahmat³

et al. 2023

IJARBSS

View full text Add to dashboard Cite

Learning motivation is one of the important factors that ensure the success of language acquisition. Although numerous studies has been done on students' learning motivation, little is known about online learning motivation. Hence, this quantitative study aims to explore students' online learning motivation when learning a language through Social Cognitive Theory (SCT). Data were collected using a survey of 5-point Likert scale given to learners studying languages in a Malaysian public university. The survey consisted of four sections. Section A has 2 items on demographic profile. Section B has 12 items on behavior. Section C has 14 items on personal factors. Section D has 12 items on environmental factors. The respondents were 108 diploma and bachelor degree students. Data analysis was done using SPSS. The findings showed that SCT has a positive impact on students' online learning motivation. All three elements of SCT which are behaviour, personal factors and environmental factors were significant in promoting students' online learning motivation for language learning. Moreover, there are also a strong positive relationship between behaviour and personal factors, a moderate positive relationship between behaviour and environmental factors, and a moderate positive relationship between environmental and personal factors. These findings established that SCT has an important role in cultivating online learning motivation in a language classroom. Teachers can also design their teaching and learning process based on SCT as it is proven to promote students' online learning motivation. Therefore, future studies on SCT can be beneficial towards students' online learning motivation.

show abstract

Section: Summary Of Findings and Discussionsupporting

confidence: 54%

Exploring Online Learning Motivation among Undergraduates Through Social Cognitive Theory

Mustafa¹,

Amali²,

Rahmat³

et al. 2023

IJARBSS

View full text Add to dashboard Cite

show abstract

“…Furthermore, for students in Hong Kong, their virtual learning experience reveals that their performance depends on the immediate learning environment and personal efficacy (Kuan & Lee, 2022). As suggested by Tang et al (2022), information-seeking and online learning self-efficacy significantly impact students' performance proficiency when it comes to online learning strategies.…”

Section: Positive Effects Of Online Learning Strategy On Students' Pe...mentioning

confidence: 99%

“…The authors suggest that these strategies help students to become more successful in their studies (Tang et al, 2022). According to the article by , the authors examine how students' self-assessment impacts their online learning performance (Yang et al, 2022).…”

Section: Positive Effects Of Online Learning Strategy On Students' Pe...mentioning

confidence: 99%

The Impact of Online Learning Strategies on Students’ Academic Performance: A Systematic Literature Review

Zekaj

2023

IJLTER

View full text Add to dashboard Cite

Today, online learning is a challenging teaching strategy used by higher educational institutions (HEI) and requires ample technological and psychological preparation. This study aims to assess whether the transition to the virtual classroom improved or deteriorated students’ academic performance. Through a systematic literature review, 37 related literatures sourced from Science Direct, Taylor & Francis, and Emerald Insight were obtained. A ten-year timeframe between 2012 and 2022 was used to narrow down the searches. The criteria used for the selection of literature were based on the provided abstract, journal impact factor, and contain the relevant keywords for the study. In this study, four different aspects linked with online learning strategies were noted, namely: technical, technological, psychological, and physical. Findings from this study reveal that online learning strategies are often linked with technical, technological, physical, and psychological elements. Results also show that students’ performance is highly dependent on the presence of these elements during online classes. Furthermore, this study recommends the continued use of online learning if both students and instructors are technologically and physically prepared.

show abstract

“…The considerable work of students always accompanies the learning process (both in a traditional and online environment). That is why a research team explores the impact of information-seeking and online learning self-efficacy on students' performance proficiency (Tang, Tseng & Tang, 2022). The authors conclude that information-seeking self-efficacy is a partial mediator and plays a buffering role between online learning selfefficacy and performance proficiency (ibid).…”

Section: Literature Reviewmentioning

confidence: 99%

Peculiarities of Bulgarian universities' digitalization during the Covid-19 pandemic

Stoyanova¹,

Angelova²,

Parushev³

2022

JESI

View full text Add to dashboard Cite

The COVID-19 pandemic forced the education system to transform quickly from a straightforward traditional process to an online one. Both schools and universities, including their management and administration) were challenged to maintain the quality of the educational service they provided, but this time under completely different conditions and in a new and unfamiliar online environment. In Bulgaria, due to the rules of the systems and the academic autonomy, each university had the opportunity to decide how to deal with these force major circumstances. Along with the technical challenges, professors have to overcome the difficulties related to the motivation and engagement of the students in such a mediated environment. The main objective of the current article is to evaluate the results of the online learning process during the COVID-19 pandemic in Bulgaria. The results from empirical research (N = 140) clearly show that most Bulgarian lecturers prefer face-to-face learning. At the same time, they admit the necessity of specific training for technical skills improvement and different approaches for students' attention and engagement in online learning. According to the professors, the overall assessment for the level of satisfaction from online learning during the COVID-19 pandemic is in the golden mean -3 on a scale of 1 -"not at all effective" to 5 -"it is effective".

show abstract

The impact of information-seeking self-efficacy and online learning self-efficacy on students' performance proficiency

Cited by 22 publications

References 34 publications

Exploring Online Learning Motivation among Undergraduates Through Social Cognitive Theory

Exploring Online Learning Motivation among Undergraduates Through Social Cognitive Theory

The Impact of Online Learning Strategies on Students’ Academic Performance: A Systematic Literature Review

Peculiarities of Bulgarian universities' digitalization during the Covid-19 pandemic

Contact Info

Product

Resources

About