Moderating Role of Online Self-Efficacy in Relation between Learning Strategy and Online Performance

摘要

Data derived from 72 students in online English course showed that online self-efficacy was a moderating factor in relation between learning strategy and online performance. In high online self-efficacy group, online performance was predicted by learning strategy positively, which explained 23% of the performance variance. In low online self-efficacy group, online performance was not predicted by learning strategies significantly.