This study aims at presenting and validating a questionnaire on beliefs about
personal efficacy in learning regulation within digital university contexts.
Psychological and educational literature has recognised the role of personal
effi cacy, citing associations to positive learning outcomes and good quality
student trajectories. Nevertheless, few studies have been conducted regarding
online courses. In this study (N=159, aged 19 to 63) two dimensions of
self-effi cacy, namely “Task e-Efficacy” and “Social e-Efficacy”, are found to
be relevant. The fi rst infl uences the average score of the results; whilst the
second increases the number of exams and the level of pro-social behaviour
demonstrated in areas such as sharing assignments, receiving support, and
providing help. In conclusion, we believe these two dimensions could be
useful to strategically monitor and organize the educational offe