The Chain Mediating Role of Technology Self-Efficacy and Attitudes in Online Learning Environments

Abstract

This study investigates the mediating role of technology self-efficacy and attitudes in online learning environments among university students. Specifically, we examined how students' technology self-efficacy, attitudes toward online learning, and perceptions of course appropriateness influence online learning outcomes. Data were collected via questionnaire survey from students enrolled in public and private universities (N = [specify number]). Structural equation modeling with mediation analysis was employed to test the hypothesized relationships. Results revealed that technology self-efficacy and attitudes toward online learning function as serial mediators in the relationship between course appropriateness and online learning outcomes. Attitudes toward online learning demonstrated a significant direct effect on learning outcomes (β = [value], p < [value]). Course appropriateness also showed a significant direct effect on online learning outcomes (β = [value], p < [value]). Furthermore, technology self-efficacy partially mediated the relationship between attitudes and learning outcomes, though this indirect effect was relatively modest. The chain mediating pathway (course appropriateness → technology self-efficacy → attitudes → learning outcomes) accounted for [X]% of the variance in online learning outcomes. These findings enhance understanding of factors influencing online learning effectiveness and provide empirical support for the importance of technology self-efficacy and positive attitudes in digital learning environments. Practical implications suggest that educational institutions should design online courses considering content appropriateness, implement interventions to enhance students' technology self-efficacy, and foster positive attitudes toward online learning. This study contributes to the literature by clarifying the sequential mediating mechanisms through which course characteristics and individual factors influence online learning success in higher education contexts.