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Enhancing E-Learning Self-Efficacy Among Business Students: An Intervention-Based Study at a University in Chongqing, China |
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| รหัสดีโอไอ | |
| Creator | Su Chang |
| Title | Enhancing E-Learning Self-Efficacy Among Business Students: An Intervention-Based Study at a University in Chongqing, China |
| Publisher | Assumption University Press |
| Publication Year | 2569 |
| Journal Title | The Scholar: Human Sciences |
| Journal Vol. | 18 |
| Journal No. | 2 |
| Page no. | 207-218 |
| Keyword | Self-efficacy, E-learning, Business Students, Higher Education, Intervention Design Implementation |
| URL Website | https://assumptionjournal.au.edu/index.php/Scholar/article/view/9254 |
| Website title | The Scholar: Human Sciences |
| ISSN | 2586-9388 |
| Abstract | Purpose: This study examines how five psychological factors, Self-Confidence (SC), Grit (GR), Anxiety (AN), Learning Motivation (LM), and Emotional Intelligence (EI), influence Self-Efficacy (SE) in e-learning among business students in Chongqing, China. Drawing on Social Cognitive Theory and Self-Determination Theory, it also evaluates how targeted interventions improve SE. Research design, data and methodology: A mixed-method approach was employed, beginning with the Item Objective Congruence (IOC) test and Cronbach's Alpha to validate the measurement tools. Multiple Linear Regression (MLR) analysis identified the influence of each factor on SE. A 14-week Intervention Design Implementation (IDI) was conducted with 30 selected students, followed by paired-samples t-tests to compare outcomes before and after the intervention. Results: SC, GR, LM, and EI significantly enhanced SE, while AN had a significant negative impact. Among them, EI was the strongest predictor, while LM showed the weakest influence. The post-intervention analysis confirmed significant improvements in all variables. Conclusions: These findings provide actionable guidance for educators and instructional designers to incorporate emotional intelligence training, motivation-building strategies, and anxiety-reduction techniques into e-learning programs. Enhancing these psychological components can foster greater learner confidence, engagement, and academic success in online education environments. |
