Effects of online college student's Internet self-efficacy on learning motivation and performance

NCUIR > College of Liberal Arts at National Central University > Graduate Institute of Learning and Instruction > journal & Dissertation > Item 987654321/108017

Please use this identifier to cite or link to this item: https://ir.lib.ncu.edu.tw/handle/987654321/108017

Title:	Effects of online college student's Internet self-efficacy on learning motivation and performance
Authors:	劉旨峯;Chang, Chiung-Sui;Liu, Eric Zhi-Feng;Sung, Hung-Yen;Lin, Chun-Hung;Chen, Nian-Shing;Cheng, Shan-Shan
Contributors:	文學院學習與教學研究所
Keywords:	Academic Achievement;ARCS model;College Students;Confidence;Course Interest Survey;Electronic Learning;Epistemology;Females;Foreign Countries;Gender Differences;Individual Characteristics;Internet;Internet self-efficacy;Learning;Learning Motivation;Males;Motivation;Online Courses;online learning;Personality traits;Psychological Characteristics;Self Efficacy;Self evaluation;Social Theories;Statistical Analysis;Student Motivation;Student Surveys;Taiwan
Date:	2014-01-01
Issue Date:	2026-04-23 14:32:04 (UTC+8)
Publisher:	London: Routledge
Abstract:	摘要： This study investigates how Internet self-efficacy helps students to transform motivation into learning action, and its influence on learning performance. In this study, the effects of Internet self-efficacy on motivation and the learning performance of online college students were examined using social cognitive theory. The subjects of this study were 87 college students participating in an online course. We applied quantitative analysis to elucidate the relationship between student-perceived Internet self-efficacy and learning performance. The effects of Internet self-efficacy on student motivation and learning performance were evaluated through the analysis of variance. Students with high Internet self-efficacy outperformed those with low Internet self-efficacy on the final exam and were more confident in their ability to complete an online course. Significant gender differences were noted, in which males had a higher degree of Internet self-efficacy and confidence than females; whereas, females had higher scores of online discussion participation and the final exam than males. Regarding the learning motivation, the influence of Internet self-efficacy of males on the dimensions of relevance and confidence in the attention, relevance, confidence, satisfaction motivation model were stronger than females. Therefore, educators are encouraged to identify the psychological characteristics of online learners to provide suitable support for their learning. 出版者： London: Routledge 出版日期： 2014-07-04 出處： Innovations in education and teaching international, 2014-07, Vol.51 (4), p.366-377 資源來源： Taylor & Francis Journals Auto-Holdings Collection 版權： 2013 Taylor & Francis 2013 版權： Copyright Taylor & Francis Inc. 2014 識別號： ISSN: 1470-3297 識別號： EISSN: 1470-3300 識別號： DOI: 10.1080/14703297.2013.771429 識別號： CODEN: IETIF4
Appears in Collections:	[Graduate Institute of Learning and Instruction] journal & Dissertation

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