Predictors of web-student performance: the role of self-efficacy and reasons for taking an on-line class

By Alvin Y. Wang, Michael H. Newlin. Computers in Human Behavior, 2002

308 citations recorded by the source corpus.

Subfields: Education, Gender Studies, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/0524b92d28e524c59317c9af8797551248393697

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Citations in the corpus

Learning With Computer-Based Learning Environments: A Literature Review of Computer Self-Efficacy (2009, background): “Research has also demonstrated that psychological factors such as positive attitude (Torkzadeh & Van Dyke, 2002) and curiosity about CBLEs (Wang & Newlin, 2002) are positively related to computer self-efficacy.”
An investigation into the acceptance of online banking in Saudi Arabia (2009, background): “Several studies have examined the relationship between self-efficacy with respect to computer use (e.g. Wang et al., 2003; Eastin, 2002; Bandura, 1977; Monsuwé et al., 2004; Wang and Newlin, 2002).”
What drives a successful e-Learning? An empirical investigation of the critical factors influencing learner satisfaction (2008, background): “Wang and Newlin (2002), from research on 122 students, conclude that students with higher self-efficacy are more inclined to adopt network-based learning and earn significantly better final grades.”
The Effect of Peer Collaboration and Collaborative Learning on Self-Efficacy and Persistence in a Learner-Paced Continuous Intake Model (2008, background): “In online and distance education courses, self-efficacy has been related to different aspects of performance (Wang & Newlin, 2002; Jourdan, 2003; Joo, Bong & Choi, 2000; Taplin, Yum, Jegede, Fan, & Chan, 2001).”
Online Technologies Self-Efficacy and Self-Regulated Learning as Predictors of Final Grade and Satisfaction in College-Level Online Courses (2008, background): “Wang and Newlin (2002) found that self-efficacy for understanding course content and self-efficacy for meeting the technological demands of an online course can predict performance.”
The impact of a flipped classroom design on learning performance in higher education: Looking for the best "blend" of lectures and guiding questions with feedback (2017, background): “The findings of Wang and Newlin (2002) show that SE in relation to course content and technology predicts student performance.”
Students’ characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning (2013, background): “While DeTure (2004) and Puzziferro (2008) indicated that technology self-ef ﬁ cacy was a poor predictor of the ﬁ nal grade and satisfaction in online courses, other researchers have reported that technology self-ef ﬁ cacy is positively correlated with online learning performance (Joo, Bong, & Choi, ”
Predictors of Learner Satisfaction and Transfer of Learning in a Corporate Online Education Program (2010, background): “Researchers have investigated learner self-efficacy related to online technologies as predictors of learning or satisfaction (Park and Wentling 2007; Wang and Newlin 2002).”
Interaction, Internet self-efficacy, and self-regulated learning as predictors of student satisfaction in online education courses (2014, background): “…for online learning and performance is mixed, with some showing a positive relationship of self-efficacy for online learning with performance (Wang & Newlin, 2002), and some indicating self-efficacy for online learning is not predictive of performance (Joo, Bong, & Choi, 2000; Lee & Witta,…”
Relationship Between Student Characteristics and Academic Achievement in Distance Education and Application on Students of Anadolu University (2004, background): “Wang and Newlin (2002) ’s study investigated college student’s personal choice for taking web-based courses and whether their self-efficacy for the course content”
Predictors for Student Success in an Online Course (2007, result): “This finding contradicts previous research results (Pintrich & DeGroot, 1990; Zimmerman & Martinez-Pons, 1990; Wang & Newlin, 2002 ).”
Motivational beliefs and perceptions of instructional quality: predicting satisfaction with online training (2007, background): “…(Joo, Bong, & Choi 2000; Artino & Stephens 2006); increased satisfaction and greater likelihood of enrolling in future online courses (Lim 2001; Artino 2007); and superior academic performance (Hsu 1997; Joo et al. 2000; Lee 2002; Wang & Newlin 2002; Lynch & Dembo 2004; Bell & Akroyd 2006).”
Development of the human interaction dimension of the Self‐Regulated Learning Questionnaire in asynchronous online learning environments (2009, background): “However, online self‐regulated learning research has shown that diverse self‐efficacies should be considered in online learning, including self‐efficacy with computers (Lim, 2001 ) and self‐efficacy for online learning (Wang & Newlin, 2002 ).”
Understanding Web-based learning continuance intention: The role of subjective task value (2008, background): “Other studies have examined the effect of learning patterns [25] on performance and also focused on the impact of personal cognition such as selfefficacy [42], computer confidence [30], and locus of control [28].”