Research Article
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Year 2023, Volume: 20 Issue: 55, 561 - 575, 29.09.2023
https://doi.org/10.26466/opusjsr.1345678

Abstract

Bu araştırmanın amacı üniversite öğrencilerinin çevrimiçi öğrenme özyeterlikleri ile akademik özyeterlikleri arasındaki ilişkiyi yapısal eşitlik modellemesi kullanarak incelemek ve çevrimiçi öğrenme özyeterliği için istatistiksel olarak anlamlı bir model oluşturabilmektir. Araştırmada, nicel araştırma yöntemlerinden kesitsel tarama modeli kullanılmıştır. Araştırmanın örneklemi 2022-2023 eğitim öğretim yılında, eğitim fakültesinin çeşitli programlarında ve farklı sınıf düzeylerinde öğrenim gören 322 üniversite öğrencisi oluşmaktadır. Araştırmada veri toplama aracı olarak; demografik bilgi formu, akademik özyeterlik ölçeği, çevrimiçi öğrenme ortamlarında öğrenci bağlılık ölçeği, çevrimiçi öğrenme sistemleri kabul ölçeği ve çevrimiçi öğrenmeye yönelik öz-yeterlik ölçeği kullanılmıştır. Araştırmadan elde edilen sonuçlara göre akademik özyeterlik, çevrimiçi öğrenme ortamlarında öğrenci bağlılığı ve çevrimiçi öğrenme sistemleri kabulü üzerinde pozitif ve anlamlı bir etkiye sahipken çevrimiçi öğrenme ortamlarında öğrenci bağlılığı ve çevrimiçi öğrenme sistemleri kabulü ise çevrimiçi öğrenme özyeterliği üzerinde pozitif ve anlamlı bir etkiye sahiptir. Ayrıca akademik özyeterlik, çevrimiçi öğrenme ortamlarında öğrenci bağlılığı için çevrimiçi öğrenme ortamlarında öğrenci bağlılığı ise çevrimiçi öğrenme özyeterliği için daha güçlü bir yordayıcıdır.

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A New Perspective to University Students' Online Learning Self-Efficacy: A Structural Equation Modeling

Year 2023, Volume: 20 Issue: 55, 561 - 575, 29.09.2023
https://doi.org/10.26466/opusjsr.1345678

Abstract

The aim of this paper is to examine the relationship between university students' online learning self-efficacy and academic self-efficacy using structural equation modeling and to create a statistically significant model for online learning self-efficacy. In the study, the cross-sectional survey model, one of the quantitative research methods, was used. The sample of the study consists of 322 university students studying in various programs and at different grade levels in the faculty of education in the 2022-2023 academic year. Demographic information form, academic self-efficacy scale, student’s engagement scale in online learning environments, online learning systems acceptance scale and online learning self-efficacy scale were used as data collection tools. The results obtained from the study indicated that academic self-efficacy had a positive and significant effect on student’s engagement in online learning environments and online learning systems acceptance, while student’s engagement in online learning environments and online learning systems acceptance had a positive and significant effect on online learning self-efficacy. In addition, academic self-efficacy was a stronger predictor for student’s engagement in online learning environments, and student’s engagement in online learning environments was a stronger predictor for online learning self-efficacy.

References

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  • Calaguas, N. P., & Consunji, P. M. P. (2022). A structural equation model predicting adults’ online learning self-efficacy. Education and Information Technologies, 27, 6233-6249. https://doi.org/10.1007/s10639-021-10871-y
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  • Chemers, M. M., Hu, L., & Garcia, B. F. (2001). Academic self-efficacy and the first-year college student performance and adjustment. Journal of Educational Psychology, 93(1), 55-64. https://doi.org/10.1037/0022-0663.93.1.55
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  • Deng, W., Lei, W., Guo, X., Li, X., Ge, W., & Hu, W. (2022). Effects of regulatory focus on online learning engagement of high school students: The mediating role of self‐efficacy and academic emotions. Journal of Computer Assisted Learning, 38(3), 707-718. https://doi.org/10.1111/jcal.1264212
  • Ergün, E., & Koçak Usluel, Y. (2015). The Turkish adaptation of student’s engagements scale in online learning environment: A study of validity and reliability. Educational Technology Theory and Practice, 5(1), 20-33. https://toad.halileksi.net/sites/default/files/pdf/cevrimici-ogrenmeye-yonelik-oz-yeterlikolcegi-toad.pdf
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  • Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of educational research, 74(1), 59-109. https://doi.org/10.3102/00346543074001059
  • Freund, R., & Littell, R. (2000). SAS system for regression. John Wiley & Sons.
  • George, D., & Mallery, P. (2003). SPSS for Windows step by step: A simple guide and reference: 11.0 update (4th ed.). Allyn & Bacon. Hair, J.F., Black, W.C., Babin, B.J., Anderson, R.E., & Tatham, R.L. (2005). Multivariate Data Analysis (6th ed.). Pearson Education.
  • Hair, J. F., Sarstedt, M., Ringle, C. M., & Mena, J. A. (2012). An assessment of the use of partial least squares structural equation modeling in marketing research. Journal of the Academy of Marketing Science, 40(3), 414-433. https://doi.org/10.1007/s11747-011- 0261-6
  • Homoki, E., Nyitrai, T., & Makó, Z. (2023). Online educational experiences in some majors of Eszterházy Károly University. Acta Educationis Generalis, 13(2), 82-95. https://doi.org/10.2478/atd-2023-0015
  • Ilgaz, H. (2008). The contribution of technology acceptance and community feeling to learner satısfaction in distance education. [Unpublished Master's Dissertation]. Hacettepe University. https://toad.halileksi.net/sites/default/files/pdf/cevrimici-ogrenme-sistemleri-kabulolcegi-toad.pdf
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  • Jöreskog, K.G., & Sörbom D. (1988). LISREL 7: A guide to the program and applications. SPSS Inc.
  • Junco, R., Heiberger, G., & Loken, E. (2011). The effect of Twitter on college student engagement and grades. Journal of Computer Assisted Learning, 27(2), 119-132. https://doi.org/10.1111/j.1365-2729.2010.00387.x
  • Kalaycı, Ş. (2010). SPSS uygulamalı çok değişkenli istatistik teknikleri (5. baskı). Asil Yayın Dağıtım.
  • Khine, M. S. (Ed.) (2013). Application of structural equation modeling in educational research and practice. Sense Publishers.
  • Kline, R.B. (2016). Principles and practice of structural equation modeling (4th ed.). The Guilford Press.
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Details

Primary Language English
Subjects Educational Sociology, Educational Psychology
Journal Section Research Articles
Authors

Seda Demir 0000-0003-4230-5593

Early Pub Date September 30, 2023
Publication Date September 29, 2023
Published in Issue Year 2023 Volume: 20 Issue: 55

Cite

APA Demir, S. (2023). A New Perspective to University Students’ Online Learning Self-Efficacy: A Structural Equation Modeling. OPUS Journal of Society Research, 20(55), 561-575. https://doi.org/10.26466/opusjsr.1345678