A Study On The Influence Of Self-efficacy On Learning Engagement Among College Students In A Blended Learning Environment

The Ministry of Education(MOE)has devoted a lot of space in the Education Informatization 2.0 Action Plan to introduce blended learning and give specific guidance on its implementation.As one of the important paths for universities to explore the integration of learning methods and approaches,blended learning is gaining attention and gradually penetrating into the campus,becoming a teaching environment that students in universities take for granted.When assessing and measuring the learning quality of college students,one of the indicators that carries high weight is the level of college students’ engagement in learning.In addition,in a blended learning environment,the self-factor of college students,especially their self-regulation ability,has a significant effect on learning activities,determines to a certain extent the choice of difficulty of a learning task and has a significant impact on the level of effort to complete the task.In the self-regulated learning model,the key influential element is self-efficacy.Based on this,this paper explores the factors that influence learning engagement with self-efficacy,working as follows:(1)The study systematically sorts out the relevant connotations of learning engagement and self-efficacy and the current status of research,and analyzes and explores the concepts and characteristics of self-efficacy and learning engagement.The study used interview and questionnaire methods to classify learning engagement into behavioral engagement,cognitive engagement,and affective engagement based on the theoretical basis of the existing literature at home and abroad.Meanwhile,self-efficacy in a blended learning environment,which affects learning engagement,was divided into four indicators: academic self-efficacy,number of computer tasks,computer generalization,and computer self-confidence.We investigated the academic engagement and self-efficacy of college students in Chongqing under the blended learning environment,and proposed corresponding suggestions for improvement based on the results.(2)To determine whether there were differences in self-efficacy and learning engagement among learners of different genders,grades,and major categories,SPSS20.0 was used to analyze the differences.The test revealed that there were significant differences in self-efficacy in the blended learning environment with respect to students’ grade levels.In addition there were significant differences in behavioral engagement and cognitive engagement among learners in different grade levels and significant differences in affective engagement among professional categories found that self-efficacy in blended learning environments differed significantly by students’ grade levels.(3)To further investigate the specific effects of self-efficacy on learning engagement,a linear regression approach was used.Using blended learning as the research context,we analyzed the impact between the dimensions of self-efficacy and the dimensions of learning engagement,and completed a correlation regression discussion,concluding that both were significantly positively correlated at the 0.01 level(two-sided),and that the former was a more accurate and stable predictor of learning engagement.Based on the above results,suggestions for improving students’ learning engagement from the perspective of students’ self-efficacy are given to provide effective references for future blended learning.