ArticleFrontiers in psychology2023
A structural equation model of online learning: investigating self-efficacy, informal digital learning, self-regulated learning, and course satisfaction.
Article in Frontiers in psychology, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 14 papers.
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Who cites it
14 citing papers in PubMed.
- Digital literacy equity in AI-enhanced English learning: Access, participation, and implications for language education policy.Scientific reports · 2026Article
- Prediction of creative thinking in music by emotional intelligence, cognitive control/flexibility.Cognitive processing · 2026Article
- The effects of informal digital learning, intrinsic motivation, and grit on online learning effort regulation and English achievement.Scientific reports · 2026Article
- From interest to engagement: a serial mediation model of self-efficacy and academic buoyancy.BMC psychology · 2026Article
- Digital Natives' Intentions Toward Informal Digital English Learning: The Roles of Desire, Engagement, and Online Learning Self-Efficacy.Journal of Intelligence · 2026Article
- Article
- Relationship between school support and digital teaching adaptation among physical education teachers: the mediating roles of self-efficacy, digital teaching beliefs and teaching intention.Frontiers in psychology · 2026Article
- The interplay of autonomous learning behavior, academic buoyancy and second language demotivation in the GenAI-assisted informal digital learning of English.Frontiers in psychology · 2026Article
- Online real-time teaching interaction and self-regulated learning ability: a cross-sectional mediation study among undergraduate nursing students.Frontiers in public health · 2026Article
- Article
- Perceived learning outcomes partly mediate the association between interactive features and adolescent satisfaction in documentary-based digital learning.Frontiers in psychology · 2026Article
- From self-regulated learning to learning outcomes in virtual learning environments: motivational activation and flow as a sequential psychological pathway.Frontiers in psychology · 2026Article
- The impact of student psychological empowerment on class stickiness.Frontiers in psychology · 2025Article
- Identifying group metacognition associated with medical students' teamwork satisfaction in an online small group tutorial context.BMC medical education · 2024Article
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Authors and funding
2 authors.
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Abstract
Introduction: English as a Foreign Language (EFL) education increasingly relies on online learning, necessitating a nuanced understanding of crucial factors impacting learning experiences. This research investigates the intricate relationships among online learning self-efficacy, online self-regulated learning, informal digital learning of English (IDLE), and online course satisfaction within the unique context of EFL learners. Methods: The study involved 563 intermediate college students from various national universities in China. Structural Equation Modeling (SEM) was employed to analyze the data, providing comprehensive insights into the relationships among the identified variables. Results: The results revealed significant insights. Both online learning self-efficacy and IDLE exhibited direct and positive influences on online course satisfaction. Furthermore, the study uncovered that online self-regulated learning acted as a partial mediator in the connection between online learning self-efficacy and IDLE with online course satisfaction. This mediation implies that learners' self-regulatory behaviors significantly affect how self-efficacy and informal digital language learning experiences impact overall satisfaction with online courses. Discussion: The findings highlight the pivotal role of nurturing learners' self-efficacy beliefs, fostering IDLE, and promoting effective self-regulated learning strategies in the realm of online language learning. These initiatives are instrumental in enhancing learners' satisfaction and success in online courses. Conclusion: The implications of these findings for EFL instruction are substantial. By emphasizing the importance of self-efficacy, IDLE, and self-regulated learning strategies, educators can significantly contribute to creating more satisfying and successful online learning experiences for EFL students.
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