Open AccessStructural relationships between self-regulated learning, teachers’ credibility, information and communications technology literacy and academic performance in blended learning
Author(s) -
Liang-Chih Yu,
Shijian Chen,
Mimi Recker
Publication year - 2021
Publication title -
australasian journal of educational technology
Language(s) - English
Resource type - Journals
eISSN - 1449-5554
pISSN - 1449-3098
DOI - 10.14742/ajet.5783
Subject(s) - credibility , competence (human resources) , psychology , information and communications technology , trustworthiness , blended learning , self regulated learning , literacy , path analysis (statistics) , self efficacy , academic achievement , mathematics education , information literacy , medical education , educational technology , pedagogy , social psychology , computer science , medicine , political science , machine learning , world wide web , law
This study investigated the structural relationships between self-regulated learning, teachers’ credibility, information and communications technology (ICT) literacy and academic performance in blended learning. The study sample comprised of 449 undergraduates who completed blended courses within the past 3 years and consisted of 53% males (N = 238) and 47% females (N = 211). Participants anonymously completed a 41-item questionnaire examining their self-regulated learning, perceptions of their teachers’ credibility, ICT literacy, academic performance and demographic background. Path analyses indicated that the relationship between subscales of teacher credibility (caring and trustworthiness) significantly related to academic performance except for competence. In addition, caring positively predicted trustworthiness, and ICT literacy predicted self-regulated learning. Self-regulated learning positively related to caring, trustworthiness and academic performance. The findings also highlighted that both caring and trustworthiness mediated the impact of self-regulated learning on academic performance.