The Relationships of Self-efficacy, Learning Behavior, and Academic Performance of Junior Middle School Students in Online Learning

摘要

This study was conducted to investigate the relationship between Chinese junior middle school students' self-efficacy, learning behavior, and academic performance of online learning. Fifty junior middle school students who participated in the “Career Planning and Management” online course of Visual China were selected as research objects. Responses from a self-efficacy questionnaire and learning behavior data in an online learning environment were collected. Results indicated that self-efficacy of online learning had no significant correlation with learning behavior and academic performance, while online learning behaviors including online discussion participation, number of homework submissions, and homework quality have had positive effects on academic performance.