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Exploring the Factors That Influence College Students’ Academic Self-Efficacy in Blended Learning: A Study From the Personal, Interpersonal, and Environmental Perspectives

Author

Listed:
  • Yitong Wei
  • Yinghui Shi
  • Jason MacLeod
  • Harrison Hao Yang

Abstract

Academic self-efficacy is identified as one of the strongest predictors of students’ academic performance. However, few studies have explored the factors that influence students’ academic self-efficacy in a blended learning environment. By developing a comprehensive model, this study investigates the main factors that influence students’ academic self-efficacy in blended learning from the personal, interpersonal, and environmental perspectives. The relevant information was acquired through a questionnaire survey. The participants included 366 college students at a university in central China. Hierarchical regression analysis shows that intrinsic motivation, extrinsic motivation, instructor support, performance expectancy, and facilitating conditions are significant predictors of students’ academic self-efficacy in blended learning. The findings expand the understanding of students’ academic self-efficacy in technology-enhanced learning environments and provide valuable insights that could help to improve the appropriateness of instructional design in blended learning courses.

Suggested Citation

  • Yitong Wei & Yinghui Shi & Jason MacLeod & Harrison Hao Yang, 2022. "Exploring the Factors That Influence College Students’ Academic Self-Efficacy in Blended Learning: A Study From the Personal, Interpersonal, and Environmental Perspectives," SAGE Open, , vol. 12(2), pages 21582440221, June.
    • Handle: RePEc:sae:sagope:v:12:y:2022:i:2:p:21582440221104815
    DOI: 10.1177/21582440221104815
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    References listed on IDEAS

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    1. Li, Ling & Peng, Zhenfei & Lu, Liucun & Liao, Huan & Li, Hui, 2020. "Peer relationships, self-efficacy, academic motivation, and mathematics achievement in Zhuang adolescents: A moderated mediation model," Children and Youth Services Review, Elsevier, vol. 118(C).
    2. Datu, Jesus Alfonso D. & Yuen, Mantak, 2020. "Students’ connectedness is linked to higher gratitude and self-efficacy outcomes," Children and Youth Services Review, Elsevier, vol. 116(C).
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