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Academic Self-Efficacy and Academic Performance in Online Learning: A Mini Review

Recently, online learning has been broadened to support learners’ learning processes. Attention has been given to academic self-efficacy (ASE) in educational psychology as an influential factor to enhance academic performance. Consequently, previous studies that have examined the relationship betwee...

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Autor principal: Yokoyama, Satoru
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2019
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6357917/
https://www.ncbi.nlm.nih.gov/pubmed/30740084
http://dx.doi.org/10.3389/fpsyg.2018.02794
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author Yokoyama, Satoru
author_facet Yokoyama, Satoru
author_sort Yokoyama, Satoru
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description Recently, online learning has been broadened to support learners’ learning processes. Attention has been given to academic self-efficacy (ASE) in educational psychology as an influential factor to enhance academic performance. Consequently, previous studies that have examined the relationship between ASE and online academic performance are reviewed and future directions discussed. Because there are limited findings to conduct a systematic meta-analysis on the relationship between ASE and academic performance in an online learning environment, a focused narrative review based on the previous findings are outlined. Finally, future directions, particularly in relation to similar and different aspects between a general learning and online learning environment are discussed.
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spelling pubmed-63579172019-02-08 Academic Self-Efficacy and Academic Performance in Online Learning: A Mini Review Yokoyama, Satoru Front Psychol Psychology Recently, online learning has been broadened to support learners’ learning processes. Attention has been given to academic self-efficacy (ASE) in educational psychology as an influential factor to enhance academic performance. Consequently, previous studies that have examined the relationship between ASE and online academic performance are reviewed and future directions discussed. Because there are limited findings to conduct a systematic meta-analysis on the relationship between ASE and academic performance in an online learning environment, a focused narrative review based on the previous findings are outlined. Finally, future directions, particularly in relation to similar and different aspects between a general learning and online learning environment are discussed. Frontiers Media S.A. 2019-01-22 /pmc/articles/PMC6357917/ /pubmed/30740084 http://dx.doi.org/10.3389/fpsyg.2018.02794 Text en Copyright © 2019 Yokoyama. http://creativecommons.org/licenses/by/4.0/ This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Yokoyama, Satoru
Academic Self-Efficacy and Academic Performance in Online Learning: A Mini Review
title Academic Self-Efficacy and Academic Performance in Online Learning: A Mini Review
title_full Academic Self-Efficacy and Academic Performance in Online Learning: A Mini Review
title_fullStr Academic Self-Efficacy and Academic Performance in Online Learning: A Mini Review
title_full_unstemmed Academic Self-Efficacy and Academic Performance in Online Learning: A Mini Review
title_short Academic Self-Efficacy and Academic Performance in Online Learning: A Mini Review
title_sort academic self-efficacy and academic performance in online learning: a mini review
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6357917/
https://www.ncbi.nlm.nih.gov/pubmed/30740084
http://dx.doi.org/10.3389/fpsyg.2018.02794
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