How Academic Self-Efficacy Influences Online Learning Engagement: The Mediating Role of Boredom

Academic self-efficacy and boredom were identified as key predictors of learning engagement in online learning. However, there has been little research designed to examine the mediating role of boredom in the relationship between academic self-efficacy and online learning engagement. To address this gap in knowledge, the present study utilizes social cognitive theory, control-value theory, and the self-system process model to examine the following: (1) the impact of academic self-efficacy on three sub-dimensions of learning engagement in online learning; and (2) whether four sub-dimensions of boredom mediate the relationships between academic self-efficacy and the three sub-dimensions of learning engagement in online learning. Data were collected from 528 university students (Mage = 19.77, SDage = 1.24) who voluntarily completed questionnaires assessing academic self-efficacy, boredom, and learning engagement. The results of the structural equation modeling indicated the following findings: (1) academic self-efficacy can predict online learning engagement; (2) affective boredom mediates the relationship between academic self-efficacy and behavioral and cognitive engagement; (3) cognitive boredom mediates the relationship between academic self-efficacy and cognitive engagement; (4) motivational boredom mediates the relationship between academic self-efficacy and behavioral and emotional engagement; and (5) physiological boredom mediates the relationship between academic self-efficacy and behavioral, emotional, and cognitive engagement. Finally, this study supports the notion that academic self-efficacy can influence learning engagement by addressing boredom in online learning. It also offers significant theoretical and practical implications for promoting students’ release from boredom and enhancing their engagement in online education

A BIBLIOMETRIC ANALYSIS OF SELF-EFFICACY IN STUDENT LEARNING ENGAGEMENT FROM 2014 TO 2023

Self-efficacy is recognized as a crucial factor in student learning engagement. In several recent studies on student learning engagement, self-efficacy has shown a positive relationship with it, indicating significant research interest in self-efficacy. Additionally, there has yet to be a bibliometric analysis of self-efficacy and student learning engagement in the past decade. This study aims to conduct a bibliometric analysis and explore the current research landscape on self-efficacy from 2014 to 2023. The research database used for this study is from dimensions.ai. VosViewer is employed for bibliometric analysis and scientific mapping of publications, countries, journals, authors, and terms and keywords. Ninety countries have produced at least five documents each in this research field, with the USA leading in the highest number of publications, followed by China in the second position. Among journals, Nurse Education Today (n = 2890) has the highest citation rate, followed by Frontiers in Psychology (n = 2512). Key terms in research on self-efficacy and student learning engagement include motivation, engagement, anxiety, academic performance, university student, academic efficacy, burnout, student engagement, life satisfaction, academic procrastination, and teacher support. The literature volume on self-efficacy has experienced growth over the past ten years and is expected to continue to increase. The field of study has also become more refined. This bibliometric analysis provides substantial support for understanding the evolving trends in self-efficacy and student engagement research