Abstract
This study aimed to examine the relationships between students’ self-efficacy (SSE) and students’ achievement (SA) in distance education. The instruments were administered to 100 undergraduate students in a distance university who work as migrant workers in Taiwan to gather data, while their SA scores were obtained from the university. The semi-structured interviews for 8 participants consisted of questions that showed the specific conditions of SSE and SA. The findings of this study were reported as follows: There was a significantly positive correlation between targeted SSE (overall scales and general self-efficacy) and SA. Targeted students' self-efficacy effectively predicted their achievement; besides, general self- efficacy had the most significant influence. In the qualitative findings, four themes were extracted for those students with lower self-efficacy but higher achievement—physical and emotional condition, teaching and learning strategy, positive social interaction, and intrinsic motivation. Moreover, three themes were extracted for those students with moderate or higher self-efficacy but lower achievement—more time for leisure (not hard-working), less social interaction, and external excuses. Providing effective learning environments, social interactions, and teaching and learning strategies are suggested in distance education.
Author Information
Romi Aswandi Sinaga, National Dong Hwa University, Taiwan
Robiatul Adawiya, Alma Ata University, Indonesia
Te-Sheng Chang, National Dong Hwa University, Taiwan
Paper Information
Conference: ACEID2023
Stream: Adult
This paper is part of the ACEID2023 Conference Proceedings (View)
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To cite this article:
Sinaga R., Adawiya R., & Chang T. (2023) Examining the Relationships Between Distance Education Students’ Self-Efficacy and Their Achievement ISSN: 2189-101X – The Asian Conference on Education & International Development 2023 Official Conference Proceedings https://doi.org/10.22492/issn.2189-101X.2023.12
To link to this article: https://doi.org/10.22492/issn.2189-101X.2023.12
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