North Bali Students’ Online Learning Self-Efficacy, Engagement, and Satisfaction

This study aimed to investigate the relationship among online learning self-efficacy, engagement, and students’ satisfaction in online learning. The design of this study was mixed-method research through surveys and open-ended interview with the purposive sampling technique. The quantitative data we...

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Autores principales:	Putu Dinia Suryandani, Made Hery Santosa
Formato:	article
Lenguaje:	EN
Publicado:	English Education Department, Faculty of Education and Teacher Training, Universitas Islam Negeri Walisongo Semarang 2021
Materias:	online learning, self-efficacy, engagement, satisfaction English language PE1-3729 English literature PR1-9680
Acceso en línea:	https://doaj.org/article/2a65a1501d2c421ea88ebe9e2df51602
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spelling	oai:doaj.org-article:2a65a1501d2c421ea88ebe9e2df516022021-11-06T12:26:12ZNorth Bali Students’ Online Learning Self-Efficacy, Engagement, and Satisfaction2252-83852541-439910.21580/vjv10i28921https://doaj.org/article/2a65a1501d2c421ea88ebe9e2df516022021-10-01T00:00:00Zhttps://journal.walisongo.ac.id/index.php/vision/article/view/8921https://doaj.org/toc/2252-8385https://doaj.org/toc/2541-4399This study aimed to investigate the relationship among online learning self-efficacy, engagement, and students’ satisfaction in online learning. The design of this study was mixed-method research through surveys and open-ended interview with the purposive sampling technique. The quantitative data were analyzed using multiple regression. The respondents were 24 postgraduate students from North Bali, Indonesia. The quantitative data were analyzed using correlation and regression techniques, and an open-ended interview was conducted. The research results showed a positive correlation between online learning self-efficacy, engagement, and students’ satisfaction. The study concludes that students’ satisfaction can be enhanced by increasing students’ online learning self-efficacy and engagement either individually or simultaneously. The implication of this study revealed that strategies in self-efficacy and engagement during learning-related emotions could play a mediating role in academic satisfaction. Additionally, learning-related emotion impacts the metacognitive learning procedures, which thus intervene the impact of satisfaction in online learning.Putu Dinia SuryandaniMade Hery SantosaEnglish Education Department, Faculty of Education and Teacher Training, Universitas Islam Negeri Walisongo Semarangarticleonline learning, self-efficacy, engagement, satisfactionEnglish languagePE1-3729English literaturePR1-9680ENVision: Journal of Language and Foreign Language Learning, Vol 10, Iss 1, Pp 47-52 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	online learning, self-efficacy, engagement, satisfaction English language PE1-3729 English literature PR1-9680
spellingShingle	online learning, self-efficacy, engagement, satisfaction English language PE1-3729 English literature PR1-9680 Putu Dinia Suryandani Made Hery Santosa North Bali Students’ Online Learning Self-Efficacy, Engagement, and Satisfaction
description	This study aimed to investigate the relationship among online learning self-efficacy, engagement, and students’ satisfaction in online learning. The design of this study was mixed-method research through surveys and open-ended interview with the purposive sampling technique. The quantitative data were analyzed using multiple regression. The respondents were 24 postgraduate students from North Bali, Indonesia. The quantitative data were analyzed using correlation and regression techniques, and an open-ended interview was conducted. The research results showed a positive correlation between online learning self-efficacy, engagement, and students’ satisfaction. The study concludes that students’ satisfaction can be enhanced by increasing students’ online learning self-efficacy and engagement either individually or simultaneously. The implication of this study revealed that strategies in self-efficacy and engagement during learning-related emotions could play a mediating role in academic satisfaction. Additionally, learning-related emotion impacts the metacognitive learning procedures, which thus intervene the impact of satisfaction in online learning.
format	article
author	Putu Dinia Suryandani Made Hery Santosa
author_facet	Putu Dinia Suryandani Made Hery Santosa
author_sort	Putu Dinia Suryandani
title	North Bali Students’ Online Learning Self-Efficacy, Engagement, and Satisfaction
title_short	North Bali Students’ Online Learning Self-Efficacy, Engagement, and Satisfaction
title_full	North Bali Students’ Online Learning Self-Efficacy, Engagement, and Satisfaction
title_fullStr	North Bali Students’ Online Learning Self-Efficacy, Engagement, and Satisfaction
title_full_unstemmed	North Bali Students’ Online Learning Self-Efficacy, Engagement, and Satisfaction
title_sort	north bali students’ online learning self-efficacy, engagement, and satisfaction
publisher	English Education Department, Faculty of Education and Teacher Training, Universitas Islam Negeri Walisongo Semarang
publishDate	2021
url	https://doaj.org/article/2a65a1501d2c421ea88ebe9e2df51602
work_keys_str_mv	AT putudiniasuryandani northbalistudentsonlinelearningselfefficacyengagementandsatisfaction AT madeherysantosa northbalistudentsonlinelearningselfefficacyengagementandsatisfaction
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North Bali Students’ Online Learning Self-Efficacy, Engagement, and Satisfaction

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