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Self-efficacy for self-regulated learning, academic self-efficacy, and internet self-efficacy in web-based instruction

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Abstract

Effects of student motivation on performance in Web-based instruction (WBI) were examined. In particular, applicability of the self-efficacy theory to WBI contexts was tested. A total of 152 junior high school students in Seoul, Korea, participated in WBI during regular science classes. Participants completed motivational surveys before the onset of WBI and took the written and search tests at the end of WBI. Path analyses revealed that students' self-efficacy for self-regulated learning positively related to their academic self-efficacy, strategy use, and Internet self-efficacy. Academic self-efficacy predicted students' performance on the written test, which comprised problems on topics covered during the previous WBI sessions. Students' scores on the WBI search test were significantly and positively predicted by their self-efficacy in using the Internet. More interesting, students' academic self-efficacy beliefs were not able to predict their search test performance, whereas students' Internet self-efficacy beliefs were not able to predict their written test performance.

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Authors and Affiliations

  1. Department of Educational Technology, School of Education, Ewha Womans University, 120-750, Seoul, Korea

    Young-Ju Joo, Mimi Bong & Ha-Jeen Choi

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  1. Young-Ju Joo
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  2. Mimi Bong
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  3. Ha-Jeen Choi
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Correspondence to Young-Ju Joo.

Additional information

This research is based on data collected as part of Ha-Jeen Choi's master's thesis completed at Ewha Womans University.

The authors thank Steven Ross and three anonymous reviewers for their helpful comments on earlier versions of this article.

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Joo, YJ., Bong, M. & Choi, HJ. Self-efficacy for self-regulated learning, academic self-efficacy, and internet self-efficacy in web-based instruction. ETR&D 48, 5–17 (2000). https://doi.org/10.1007/BF02313398

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