Self-efficacy for online learning and drop out intentions among university students

Abstract

The purpose of this study was to investigate three variables of interest which were self-efficacy for online learning, drop out intentions, and the number of online courses students had previously completed. Bivariate correlation analyses were performed to determine if self-efficacy for online learning had statistically significant relationships with student drop out intentions and the number of online courses the students had previously completed. The results of the correlation analyses revealed that statistically significant relationships existed between self-efficacy for online learning and the two other variables of interest.

Specifically, there was a negative correlation between self-efficacy for online learning and drop out intentions (r = -0.318., p < .01). Therefore, as self-efficacy for online learning increased student drop out intentions decreased. There was a positive relationship between self-efficacy for online learning and the number of online courses completed by the students (r = .172, p < .01). Therefore, as the number of online courses completed by the students increased the students’ self-efficacy for online learning also increased.