The Influence of Student Self-Efficacy towards Online Learning Engagement: A Study in Private International Upper Secondary Schools in Malaysia

Abstrak

This research paper aimed to inspect the influence of students’ self-efficacy and online learning engagement in upper secondary private international schools in Malaysia. The 3 dimensions of students’ self-efficacy were time management, technology use and an online learning environment; with the 4 dimensions of online learning engagement: behavioral, emotional, cognitive, and social. The instrument adapted from Zimmerman and Kulikowich’s Online Learning Self-Efficacy Scale (OLSES) and Deng et al.’s MOOC Engagement Scale (MES) were used
to collect data. The data was collected through a questionnaire in Google Forms with a six-point Likert Scale sent to upper secondary students in examining the relationship between the dependent and independent variables. Analysis of the data was done through simple linear regressions to test the significant influence of students’ self-efficacy on online learning engagement. This study investigates the influence of students’ self-efficacy on online learning engagement verifying a proposed conceptual model at the beginning of the research. The comprehensive model offers stakeholders a better understanding of how students’ self-efficacies influence learning engagement during online learning. Subsequently, our research fills in the gap of sub-population focusing on higher secondary school students, providing acumen on the theory of self-efficacy and online learning engagement within this population.