Abstract
The study described in this research report focused on variables which were posited to capture students’ experiences of the online tutoring service, YourTutor, and relationships with the students’ perceptions of their academic capabilities and academic performance. A theoretical model incorporating variables from the Technology Acceptance Model, the Theory of Planned Behavior, and Social Cognitive Theory was developed and tested. A total of 506 undergraduate students from a university located in Sydney, Australia, completed an online survey. Data were analysed using confirmatory factor analysis (CFA) and structural equation modelling (SEM). The results suggested that the perceived usefulness of YourTutor had a direct positive relationship with academic self-efficacy, and an indirect positive association with the students’ academic grades through academic self-efficacy. There was a direct positive relationship between academic self-efficacy and students’ academic grades. The implications of these results and directions for future research are discussed in this report.
Original language | English |
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Place of Publication | Penrith, N.S.W. |
Publisher | Western Sydney University |
Number of pages | 17 |
DOIs | |
Publication status | Published - 2017 |
Bibliographical note
Copyright Western Sydney University 2017Keywords
- Internet in education
- academic achievement
- education\
- educational technology
- higher