Hossein Hafezi; Fatemeh Bazvand; Fatemeh Amiri; Nooshafarin Safari
Abstract
The present study was conducted with the aim of presenting a causal model of academic engagement based on students' evaluation of the effectiveness of online teaching with the mediating role of online learning self-efficacy. The research method is basic in terms of purpose and in terms of the type of ...
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The present study was conducted with the aim of presenting a causal model of academic engagement based on students' evaluation of the effectiveness of online teaching with the mediating role of online learning self-efficacy. The research method is basic in terms of purpose and in terms of the type of data collected, it is quantitative and based on the correlation approach. The participants included 375 students of online courses at Payame Noor University in Lorestan province in the academic year of 2021-2022, who were selected by two-stage cluster random sampling method. Research tools were scales of student evaluation questionnaires on the effectiveness of online teaching by Bengert et al. (2008), self-efficacy of online learning by Zimmerman and Koli Kevich (2016) and the questionnaire of students' academic engagement by Gonios and Kozo (2015). Data analysis was done by structural equation modeling method in AMOS26 software platform. According to the findings, students' evaluation of the effectiveness of online teaching positively predicts self-efficacy of online learning and academic engagement variables. Also, predicts self-efficacy of online learning variable can predict academic engagement in a positive and meaningful way.In addition, students' evaluation of the effectiveness of online teaching predicts academic engagement through self-efficacy of online learning. According to the obtained results, by increasing the students' evaluation of the effectiveness of online teaching, it is possible to improve self-efficacy of online learning and improve their academic engagement.
