Author Information
Romi Aswandi Sinaga, National Dong Hwa University, TaiwanRobiatul Adawiya, Alma Ata University, Indonesia
Te-Sheng Chang, National Dong Hwa University, Taiwan
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.
Paper Information
Conference: ACEID2023Stream: 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 (pp. 139-153) 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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