Impact of Organizational Support on Students’ Information and Communication Technology Self-Efficacy, Engagement, and Satisfaction in a Blended Learning Environment
An Empirical Study
Bibliographic Data
| ID | 16910495 |
|---|---|
| Authors | Yanhua Yang (0000-0002-5307-5271, Tianjin University of Finance and Economics, corresponding author) |
| Year | 2023 |
| Volume | 13 |
| Issue | 4 |
| Publication date | 2023-10-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | SAGE Open (JOURNAL) |
| Journal identifiers | ISSN: 2158-2440 • E-ISSN: 2158-2440 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/21582440231216527 |
| OpenAlex | W4389918005 |
| Language | EN |
| Citations received | 6 |
| References cited | 98 |
Numerous studies on blended learning have mentioned the positive impact of social support on students’ attitudes and behaviors. However, organizational support is also crucial and should not be ignored. Therefore, this study examined the relationships between organizational support, information and communication technology (ICT) self-efficacy, student engagement, and student satisfaction in a blended learning environment. A questionnaire survey was conducted on 245 students in China and validated with the structural equation model (SEM). The results showed that organizational support positively predicted perceived usefulness (PU) but was not significantly associated with student engagement; student engagement was positively predicted by PU and ICT self-efficacy; student satisfaction was positively predicted by ICT self-efficacy and student engagement; ICT self-efficacy complete mediated engagement, with the proportion of the indirect effect being 95.78%, and student engagement complete mediated student satisfaction, with the proportion of the indirect effect being 53.85%. Guidelines were proposed for higher education institutions to provide organizational support, increase students’ ICT self-efficacy, and improve student engagement and satisfaction in blended learning via various programs
Blended Learning · Educational technology · Empirical research · Information and Communications Technology · Knowledge management · Mathematics education · Political science · Self-efficacy · Structural equation modeling · Student engagement · Computer Science · Impact of Technology on Adolescents · Online and Blended Learning · Psychology · Social Psychology · Technology Adoption and User Behaviour
Factors influencing the college students’ effectiveness in discipline competitions
Exploring learners’ experience, perceptions and satisfaction in higher education hybrid learning
The influence of teacher leadership on student self-determination in higher education
Effectiveness of Blended Learning in Facilitating Employability Skills Among Tertiary-Level Students
Whether perceived TPACK could improve deep learning? Through the lens of the mediating role of self-regulatory learning and the moderating role of technology self-efficacy in the online environment
Factors related to student engagement in blended learning in higher education
Do student self-efficacy and teacher-student interaction quality contribute to emotional and social engagement in fifth grade math?
The national survey of student engagement
Blended learning
Understanding determinants of cloud computing adoption using an integrated TAM-TOE model
Preliminary development and validation of a multidimensional life satisfaction scale for children.
Learning Engagement and Persistence in Massive Open Online Courses (Moocs)
Advancing the Theory of Adaptive Structuration
Perceived organizational support, discretionary treatment, and job satisfaction.
The Role of Social Support in the Process of Work Stress
Reciprocation of perceived organizational support.
The role of ICT self-efficacy for students' ICT use and their achievement in a computer and information literacy test
Cutoff criteria for fit indexes in covariance structure analysis
Perceived organizational support.
Common method biases in behavioral research
When to use and how to report the results of PLS-SEM
Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology
Challenges and Opportunities of Mathematics in Digital Times
Understanding social media users' engagement intention toward emergency information
The relationship between mathematics interest and mathematics achievement
Contrasting levels of student engagement in blended and non-blended learning scenarios
Effects of motivation, evaluativism, and perceived social support on deep approach to learning at university
Applying blended synchronous teaching and learning for flexible learning in higher education
ICT self‐efficacy mediates most effects of university ICT support on preservice teachers' TPACK
Measurement invariance of information, communication and technology (ICT) engagement and its relationship with student academic literacy
Students’ ICT self-efficacy and computer and information literacy
Unpacking online learning experiences
A multilevel analysis of what matters in the training of pre-service teacher's ICT competencies
How Toxic Workplace Environment Effects the Employee Engagement
Medical students’ motivation and academic performance
A time‐based blended learning model
Examining the relationship between resilience to digital distractions, ICT self-efficacy, motivation, approaches to studying, and time spent on individual studies
Investigating the link between engagement, readiness, and satisfaction in a synchronous online second language learning environment
Psychometric Theory
Convergent and discriminant validation by the multitrait-multimethod matrix
Students' everyday engagement with digital technology in university
Improvement of Students' Autonomous Learning Behavior by Optimizing Foreign Language Blended Learning Mode
Social Support and Interactional Processes
| Unique citing works | 6 |
|---|---|
| Citations per year | 3 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 6 |