RESEARCH ON THE INFLUENCE OF COLLEGE STUDENTS’ SELF-EFFICACY ON ACADEMIC ACHIEVEMENT IN ONLINE LEARNING ENVIRONMENT

บทคัดย่อ

The objectives of this study are: 1) to describe the current status of college students’ online learning self-efficacy and academic achievement; 2) to examine differences across gender, grade, subject area, and online-learning experience; 3) to analyze correlations between self-efficacy and academic achievement; and 4) to estimate the predictive effect of self-efficacy on academic achievement and its dimensions. This research adopts a quantitative design supplemented by qualitative interviews. The population consists of undergraduates at a comprehensive university in Guangxi, China; the sample comprises 352 participants selected through stratified random sampling. Data were collected using an Online Learning Self-Efficacy Scale (20 items), an Online Learning Academic Achievement Scale (11 items), and semi-structured interviews with six students, and analyzed through descriptive statistics, independent-samples t-tests, one-way ANOVA, Pearson correlation, and linear regression in SPSS 27.0.

          The research results show that: 1) significant differences exist in self-efficacy and academic achievement by gender, grade, subject, and online-learning experience (with non-significant exceptions for “sense of environment” across grades and “sense of effort” across subjects); 2) self-efficacy dimensions are positively correlated with knowledge gains and ability gains (p < .01); 3) overall self-efficacy significantly predicts total academic achievement (R² = .653, β = .808, p < .001) and its subdimensions—knowledge gains (R² = .624, β = .790) and ability gains (R² = .604, β = .777); and 4) each self-efficacy dimension (competence, effort, environment, control) contributes positively to academic achievement in a multivariate model. The study concludes that strengthening students’ online learning self-efficacy is key to enhancing academic achievement. The recommended strategies include targeted skills training on platforms/tools, structured opportunities for online expression and feedback, emotion-focused supports for low-efficacy groups, learner-centered digital learning spaces, and cross-university–industry teams to develop high-quality online courses.