CHAPTER 2 REVIEW OF LITERATURE
2.4 Self-efficacy Theory
2.4.1 Overview of Self-efficacy Theory
Albert Bandura, the founder of social learning theory, developed the self- efficacy theory from a sociological perspective to explain the causes of motivation in a given situation. the concept of self-efficacy, or "the degree to which people feel confident that they can use the skills they have to perform a task," was developed by Bandura in his 1977 paper Self-Efficacy: A Comprehensive Theory of Behavioral Change. Specifically, self-efficacy is a presumption and self-judgment of an individual's ability to perform a behavior and how well he or she can do it. Bandura (1997) argued that the need for competence and skills varies across activity domains because of the differences between them. Individuals' self-efficacy is different in different domains. Thus, there is no universal self-efficacy; all are explored in relation to the self-efficacy associated with specific domains. Therefore, in conjunction with the research area of this paper, previous research will be sorted out around perceived academic self-efficacy.
Academic self-efficacy is an individual's belief in learning ability, an evaluation of the learner's confidence in his or her ability or skill to perform a learning task, and an individual's subjective judgment of his or her learning behavior and academic performance, which is a manifestation of self-efficacy in the learning domain. Numerous studies have confirmed that learning self-efficacy is an important
variable influencing students' academic performance (Gaetana et al., 2016; Lee, 2006;
Payne et al; Uzuntiryaki-Kondakci & Senay, 2015; Vandewalle et al., 2001). Artino and Mccoach (2008) developed instruments for measuring perceived task value and learning self-efficacy in the context of self-paced, online training, validating that task value and self-efficacy are significant predictors of students' ability to self-regulate learning and academic performance in both traditional and online settings. In exploring the relationship between self-efficacy and online learning environments, Alqurashi (2016) found that computer self-efficacy had a significant effect on students' satisfaction with the online environment and their willingness to take online courses in the future; online self-efficacy predicted students' academic performance and satisfaction with online learning; learning management self-efficacy had no but had an impact on hybrid courses.
In recent years, scholars have increasingly focused on research on the relationship between flipped classroom pedagogy and self-efficacy. Chou (2018) explored the effect of the flipped classroom model on computer auditing learning self- efficacy and satisfaction in found that the flipped classroom instructional approach was significantly and positively related to computer auditing self-efficacy, and that the flipped classroom instructional approach was effective in improving computer auditing learning outcomes. In addition, the results of the study also showed that there was a significant positive relationship between computer auditing self-efficacy and satisfaction with instruction. Bouwmeester et al. (2019) showed that students' self- efficacy was higher due to flipped classroom instruction that required less time to prepare for final exams, which was related to students' stress and burnout. However, in long-term measures, students' knowledge retention and self-efficacy results were similar in traditional and flipped classrooms. Croy et al. (2020) showed a positive relationship between flipped learning methods and self-efficacy. However, anxiety can reduce self-efficacy. This study concluded that the flipped approach could counteract the anxiety-inducing effect and thus maintain self-efficacy. (Lin et al., 2019) A comparative assessment of a dance course using a combination of mobile peer assessment and flipped classroom with a traditional flipped classroom found that students using the combined mobile peer assessment and flipped learning method had better dance skills, but in terms of self-efficacy, students with the traditional flipped
learning method outperformed those using the new method and the traditional teaching method. students. In terms of student satisfaction, the traditional flipped learning approach outperformed the traditional teaching approach. Lin (2021) identified self-efficacy as a determinant that influences learners' self-regulatory behaviors, processes, and online educational experiences (e.g., acceptance, persistence, or satisfaction). During the COVID-19 pandemic, students' self-efficacy for online learning may have declined because the sudden change to adopt emergency online learning without adequate preparation negatively impacted their cognitive engagement.
In summary, self-efficacy has a significant impact on individual behavior, and academic self-efficacy is critical to improving student performance. the research context of self-efficacy has changed as information technology has been deeply integrated into higher education teaching and learning. the relationship between the flipped classroom model and self-efficacy varies with the changing teaching environment. How self-efficacy affects student satisfaction in the flipped classroom model and how it affects student satisfaction is one of the topics explored in this paper.
2.4.2 Impact of Self-efficacy on Student Satisfaction
The impact of learners' own factors and personal traits on academic performance and satisfaction is often a hot topic of academic discussion. These traits include, among others, psychological factors, learning expectations, motivation, learning styles, and self-efficacy (Bandura, 1997; Diep et al., 2017; Serenko, 2011;
Uzuntiryaki-Kondakci & Senay, 2015). Prior research provides substantial evidence to support that self-efficacy beliefs have a direct impact on student satisfaction. For example, in Kim and Lee's (2014) study exploring the effects of self-recovery and self-efficacy on nursing student satisfaction, it was empirically demonstrated that college students' self-recovery, self-efficacy, and satisfaction were significantly and positively correlated. Optimism in terms of social self-efficacy was a significant predictor of major career satisfaction. Fernando et al. (2017) examined the relationship between academic self-efficacy, students' expectation value beliefs, satisfaction with the teaching and learning process, and academic performance. the
motivational underlying processes by which students' academic self-efficacy influences student achievement and satisfaction were identified. However, when examining the differences between the two teaching methods of the flipped learning approach and the traditional lecture approach on self-efficacy, instructional presence, course satisfaction, self-evaluation behaviors, and academic achievement, it was found that teaching presentation scores, course satisfaction, learners' self-evaluation, and performance on midterm and final exams were significantly higher in the flipped classroom than in the traditional classroom for both teaching methods, but self- efficacy did not significantly differences.
2.4.3 Summary of this Section
In summary, the positive relationship between self-efficacy on academic performance and student satisfaction has been empirically demonstrated by most studies, but further research is needed on self-efficacy on satisfaction in the flipped classroom model, especially to understand how and why self-efficacy affects student satisfaction and to explore the mechanism of self-efficacy's role with student satisfaction. Therefore, this study introduces self-efficacy as a moderating variable at the level of the aforementioned role relationship between perceived quality, perceived value, and student satisfaction, in an attempt to verify whether self-efficacy has a moderating relationship between perceived quality and student satisfaction, and perceived value and student satisfaction under the new teaching approach.