CHAPTER 2 REVIEW OF LITERATURE
2.7 Literature Review of Variable Relationship Studies
2.7.13 Relationship between Self-efficacy and Student Satisfaction
The aforementioned combing of previous studies revealed that self-efficacy has a close relationship with individual motivation, academic performance, and student satisfaction. On this basis, scholars have gradually extended their research to online learning and flipped classrooms. In a study of online learning environments, Shen et al. (2013) concluded that self-efficacy is a key factor for successful online learning. Liaw and Huang (2013) suggested that the interactive learning environment, self-efficacy, and anxiety also influence perceived satisfaction; perceived satisfaction, perceived usefulness, and the interactive learning environment all predict self- regulation in the online learning environment. (Irrelevant findings removed) In addition, most studies have focused on pointing to computer self-efficacy as the key to learning performance and satisfaction in online learning (Alqurashi, 2016;
Khlaisang et al., 2021; Wu et al., 2010), but researchers generally agree that online learning requires a multifaceted sense of self-efficacy. Shen et al. (2013) subdivided online learning self-efficacy into five dimensions, including 1) self-efficacy for completing online courses, 2) self-efficacy for socializing with peers, 3) self-efficacy for using tools in the course management system (CMS), 4) self-efficacy for interacting with instructors in online courses, and 5) self-efficacy for academic purposes with peers self-efficacy for interacting with fellow students for academic purposes. the results showed that online learning self-efficacy predicted students' online student satisfaction. Aldhahi et al. (2021), in conducting a survey to assess online student satisfaction in 22 Saudi Arabian universities, found that student satisfaction ranged between high satisfaction and dissatisfaction, while online learning self-efficacy (OLSE) differed significantly: high satisfaction was positively related to online learning self-efficacy and clearly indicated that improving distance learning, time management, and technology self-efficacy can increase student satisfaction.
In the flipped classroom instructional model, Chou (2018) concluded that the flipped classroom approach was significantly and positively related to computer audit self-efficacy and that there was a significant positive correlation between computer
audit self-efficacy and satisfaction with instruction. Yilmaz (2017) showed that the e- learning readiness scale was related to students' satisfaction and motivation in completing academic tasks. Computer self-efficacy, Internet self-efficacy, and online communication self-efficacy were significant predictors of student satisfaction and motivation. Li et al. (2017) showed that collaborative learning supported by flipped instruction can improve students' academic performance, course satisfaction, and cooperative learning attitudes, and that online learning self-efficacy affects students' academic performance and course satisfaction in mathematics and science education.
In summary, based on the above analysis of the relationship of variables in 2.7.10-2.7.13, the following research hypotheses are proposed in this paper.
H34: Self-efficacy moderates between perceived quality and student satisfaction.
H35: Self-efficacy moderates between knowledge sharing and student satisfaction.
H36: Self-efficacy moderates between perceived value and student satisfaction.
In addition, based on the above variable relationships, the following chain mediating hypotheses are proposed.
1) Chain mediating role of perceived quality and knowledge sharing H37: Perceived quality and knowledge sharing mediate the chain between perceived ease of use and student satisfaction.
H38: Perceived quality and knowledge sharing mediate the chain between perceived usefulness and student satisfaction.
H39: Perceived quality and knowledge sharing mediate the chain between interactivity and student satisfaction.
H40: Perceived quality and knowledge sharing mediates the chain between teacher support and student satisfaction.
2) Chain mediating role of perceived value and knowledge sharing H41: Perceived value and knowledge sharing mediate the chain between perceived ease of use and student satisfaction.
H42: Perceived value and knowledge sharing mediate the chain between perceived usefulness and student satisfaction.
H43: Perceived value and knowledge sharing mediate the chain between interactivity and student satisfaction.
H44: Perceived value and knowledge sharing mediate the chain between teacher support and student satisfaction.
H45: Perceived value and knowledge sharing mediate the chain between goal- directed orientation and student satisfaction.
In summary, based on the experience and inspiration from the above- mentioned literature, the research hypotheses and predictions are summarized in Table 2.3 below, based on the relevant theories and combined with the actual study.
Table 2.2 Summary of Research Hypotheses Direct Effects Hypothesis
H1a: Perceived ease of use positively affects perceived quality.
H1b: Perceived ease of use positively affects perceived value.
H2a: Perceived usefulness positively affects perceived quality.
H2b: Perceived usefulness positively affects perceived value.
H3a: Interactivity positively affects perceived quality.
H3b: Interactivity positively affects the perceived value.
H4a: Teacher support positively affects perceived quality.
H4b: Teachers support a positive impact on perceived value.
H5: Perceived quality positively affects student satisfaction.
H6: Perceived quality positively affects perceived value.
H7: Perceived quality positively affects knowledge sharing.
H8: Perceived value positively affects knowledge sharing.
H9: Perceived value positively affects student satisfaction.
H10: Knowledge sharing positively affects student satisfaction.
Mediation hypothesis
H11: Perceived quality mediates between perceived ease of use and knowledge sharing.
H12: Perceived quality mediates between perceived usefulness and knowledge sharing.
Direct Effects Hypothesis
H13: Perceived quality mediates between interactivity and knowledge sharing.
H14: Perceived quality mediates between teacher support and knowledge sharing.
H15: Perceived quality mediates between perceived ease of use and student satisfaction.
H16: Perceived quality mediates between perceived usefulness and student satisfaction.
H17: Perceived quality mediates between interactivity and student satisfaction.
H18: Perceived quality mediates between teacher support and student satisfaction.
H19: Perceived quality mediates between perceived ease of use and perceived value.
H20: Perceived quality mediates between perceived usefulness and perceived value.
H21: Perceived quality mediates between interaction and perceptual value.
H22: Perceived quality mediates between teacher support and perceived value.
H23: Perceived value mediates between perceived ease of use and student satisfaction.
H24: Perceived value mediates between perceived usefulness and student satisfaction.
Mediation hypothesis
H25: Perceived value mediates between interactivity and student satisfaction.
H26: Perceived value mediates between teacher support and student satisfaction.
H27: Perceived value mediates between perceived ease of use and knowledge sharing.
H28: Perceived value mediates between perceived usefulness and knowledge sharing.
H29: Perceived value mediates between interaction and knowledge sharing.
H30: Perceived value mediates between teacher support and knowledge sharing.
H31: Perceived value mediates between perceived quality and student satisfaction.
H32: Knowledge sharing mediates between perceived quality and student satisfaction.
H33: Knowledge sharing mediates between perceived value and student satisfaction.
Moderating effect hypothesis
H34: Self-efficacy moderates between perceived quality and student satisfaction.
H35: Self-efficacy moderates between knowledge sharing and student satisfaction.
H36: Self-efficacy moderates between perceived value and student satisfaction.
Direct Effects Hypothesis Chain intermediary hypothesis
The role of chain mediators of perceived quality and knowledge sharing
H37: Perceived quality and knowledge sharing mediate the chain between perceived ease of use and student satisfaction.
H38: Perceived quality and knowledge sharing mediate the chain between perceived usefulness and student satisfaction.
H39: Perceived quality and knowledge sharing mediate the chain between interactivity and student satisfaction.
H40: Perceived quality and knowledge sharing mediate the chain between teacher support and student satisfaction.
The role of chain mediators perceived value and knowledge sharing
H41: Perceived value and knowledge sharing mediate the chain between perceived ease of use and student satisfaction.
H42: Perceived value and knowledge sharing mediate the chain between perceived usefulness and student satisfaction.
H43: Perceived value and knowledge sharing mediate the chain between interactivity and student satisfaction.
H44: Perceived value and knowledge sharing mediate the chain between teacher support and student satisfaction.
H45: Perceived value and knowledge sharing mediate the chain between perceived quality and student satisfaction.