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Non-Cognitive Factor Relationships to Hybrid Doctoral Student Self-Efficacy

Author

Listed:
  • Jessica Dalby Egbert

    (Trident University International, Cypress, CA, USA)

  • Frank Gomez

    (Trident University International, Cypress, CA, USA)

  • Wenling Li

    (Trident University International, Cypress, CA, USA)

  • Sandra L. Pennington

    (Rocky Mountain University of Health Professions, Provo, UT, USA)

Abstract

Statistical analysis of data gathered from 139 healthcare doctoral students revealed three key findings regarding non-cognitive factor relationships to hybrid doctoral student self-efficacy between online (web-based) and on-campus course components. First, student experiences significantly differed between online and on-campus course components for task value and faculty and peer support. For these factors, on-campus experiences were perceived significantly more positively than online experiences. Secondly, both online and on-campus experiences with task value, faculty and peer support, and boredom and frustration were correlated with self-efficacy: when students experienced high levels of either task value or faculty and peer support, self-efficacy increased; however, when students experienced high levels of boredom and frustration, self-efficacy decreased. Finally, only online task value positively predicted self-efficacy. These findings demonstrated the significant impact of non-cognitive factors on student success and carry implications for successful hybrid teaching and learning. Social cognitive theory provided the framework for the quantitative, non-experimental design.

Suggested Citation

  • Jessica Dalby Egbert & Frank Gomez & Wenling Li & Sandra L. Pennington, 2015. "Non-Cognitive Factor Relationships to Hybrid Doctoral Student Self-Efficacy," International Journal of Web-Based Learning and Teaching Technologies (IJWLTT), IGI Global, vol. 10(1), pages 1-13, January.
    • Handle: RePEc:igg:jwltt0:v:10:y:2015:i:1:p:1-13
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