Investigating the Role of Academic, Social, and Emotional Self-Efficacy in Online Learning

• In Event: Student Emotion Across Domains and Contexts

Abstract

Despite increased social and emotional challenges in online learning during the Covid-19 pandemic, little attention has been paid to students’ social and emotional self-efficacy beliefs. The present study investigated university students’ (N = 268) academic, social, and emotional self-efficacy beliefs as predictors of their academic achievement, sense of belonging, and well-being in online learning. We first evaluated the factor structure of the three types of self-efficacy. Results revealed that academic, social, and emotional self-efficacy beliefs were related yet distinct constructs. In the path model, academic self-efficacy positively predicted students’ academic achievement, whereas social self-efficacy and emotional self-efficacy positively predicted students’ sense of belonging and well-being, respectively. In addition, students’ mastery experience emerged as a significant predictor of academic self-efficacy.

Authors

• Sungjun Won, Gongju National University of Education

• Meg Kapil, University of Victoria

• Brodie J. Drake, University of Victoria

• Rikka A. Paular, University of Victoria