The Effect of Teachers’ Support on Learners’ Online Self-Regulated Learning: Mediating Analysis Based on Self-Efficacy

Authors

  • Weiqin Zhou Yangzhou university
  • Long Zhao Yangzhou university
  • Mohammed Kaabar University of Malaya

DOI:

https://doi.org/10.3991/ijet.v17i17.34027

Keywords:

teachers' support, self-efficacy, online learning, self-regulated learning

Abstract


In the Internet era, as more and more online education platforms are launched, the application of online learning will become more and more popular. The learner's online self-regulated learning is not only the learner's self-assessment of the learning effect, but also the learners' motivation for further learning. Therefore, using the structural equation model as an analytical tool, this paper studies the influencing factors of learners' online self-regulation learning from two aspects of teachers' support and self-efficacy, in order to understand the mechanism of related influencing factors. The findings show that learners' online self-regulated learning is jointly influenced by teachers' support and learner self-efficacy, wherein self-efficacy has a significant direct effect on learners' online self-regulated learning. Teachers' support has an indirect effect on learners' online self-regulated learning through the mediating effect of self-efficacy.

Cover iJET Vol. 17 No. 17 (2022)

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Published

2022-09-08

How to Cite

Zhou, W., Zhao, L., & Kaabar, M. (2022). The Effect of Teachers’ Support on Learners’ Online Self-Regulated Learning: Mediating Analysis Based on Self-Efficacy. International Journal of Emerging Technologies in Learning (iJET), 17(17), pp. 207–217. https://doi.org/10.3991/ijet.v17i17.34027

Issue

Vol. 17 No. 17 (2022)

Section

Papers

License

Copyright (c) 2022 Long Zhao, Weiqin Zhou, Mohammed Kaabar

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