Effects of self-efficacy and learning environment on Hong Kong undergraduate students’ academic performance in online learning

Abstract

Purpose – This paper aims to illustrate the importance of the quality of Online Learning Physical Environment (OLPE) and Online Learning Self-efficacy (OLSE) in predicting academic performance in online learning, which was the primary mode of teaching during the outbreak of COVID-19 in Hong Kong. Policy recommendations were made based on the findings from a psychological perspective. Design/methodology/approach – Responses from 104 Hong Kong undergraduate students were collected through a questionnaire survey. Data were analysed using multiple linear regression, simple linear regression, and Pearson correlation. Findings – Despite the fact that OLSE showed no significant direct effect on academic performance in online learning, OLSE was positively correlated with and predictive of OLPE, while OLPE was positively correlated with and predictive of online learning performance. The findings indicated that undergraduate students from low-income families tended to have less superior academic performance, which was associated with poorer OLPE and OLSE. Originality/value – The findings suggested that in order to alleviate learning inequality in online learning, policy makers may allocate funding to enhance OLPE and OLSE of undergraduate students from low-income families.

Keywords

• COVID-19
• Online Learning Physical Environment (OLPE)
• Online Learning Self-efficacy (OLSE)
• Education
• Hong Kong