Browse Publications
Discover and manage thousands of titles across multiple genres, scientific journals, and classic literature.
Social support, computer self-efficacy, online learning engagement and satisfaction among undergraduate hospitality students
By Mensah, Christopher
Following the outbreak of COVID-19, the adoption of online teaching and learning in universities has witnessed phenomenal growth. Importantly, online learning engagement and satisfaction have consequences on student learning outcomes and behavioural intentions. However, a model that integrates social support, computer/internet self-efficacy and students’ behavioral and cognitive outcomes in a virtual learning context has received limited scholarly attention. Consequently, this article examined the effect of social support and computer self-efficacy beliefs on students’ online learning engagement and satisfaction. Data were solicited from a convenient sample of 260 hospitality students at a Ghanaian technical university. The research model was verified with partial least square structural equation modeling. Findings indicate that family support had a strong positive effect on students’ computer/internet self-efficacy and their online communication self-efficacy. Friend support also had a positive effect on students’ computer/internet self-efficacy but not on their online communication self-efficacy. Additionally, student-teacher interaction is positively related to students’ online learning engagement and satisfaction. This finding emphasises the importance of quality interaction between students and their teachers in the latter’s online learning engagement. The implications of these results are that management of universities needs to enhance the online interactive competencies and skills of lecturers. In addition, managers of universities need to enhance the online teaching and learning pedagogy of faculty. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
Self-efficacy and academic programme satisfaction: mediating effect of meaningfulness of study
By Azila-Gbettor, Edem M.
Purpose: The paper examined the mediating effect of meaningfulness of study on the relation between self-efficacy and academic programme satisfaction within higher education setup. Design/methodology/approach: A total of 376 randomly selected students took part in the study by completing a self-reported survey. Data were analysed using PLS-SEM. Findings: Results suggest self-efficacy and meaningfulness of studies positively predict student's satisfaction with academic programme. Besides, meaningfulness of study mediates the relation between self-efficacy and student's satisfaction of academic programme. Originality/value: This study is one of the first to provide empirical evidence of the influence of meaningfulness of studies on self-efficacy and student academic programme satisfaction in the higher education context. © 2022, Emerald Publishing Limited.
© 2026 AERD Database System. All Rights Reserved. Developed by Strategic Technologies.