Academic Self-Efficacy as a Mediator: Linking Classroom Interaction to Learning Performance in Digital Environments

DOI

10.2991/978-2-38476-523-2_52How to use a DOI?

Keywords

digital classroom interaction; academic self-efficacy; learning outcomes; PLS-SEM

Abstract

As educational digital transformation accelerates, the psychological mechanisms linking digital classroom interaction to learning outcomes remain underexplored. Grounded in Self-Determination Theory and Social Cognitive Theory, this study examines academic self-efficacy as a mediator between digital classroom interaction and learning outcomes. Using PLS-SEM analysis of 209 secondary school students, results reveal: (1) digital classroom interaction significantly correlates with learning outcomes (r = 0.547, p < 0.001); (2) academic self-efficacy significantly mediates this relationship; (3) digital interaction strongly predicts academic self-efficacy (β = 0.895, p < 0.001), which subsequently influences learning outcomes (β = 0.388, p < 0.001). Findings validate the pathway “external technological environment → intrinsic efficacy beliefs → learning performance,” demonstrating that digital interaction impacts learning through enhanced academic self-efficacy. This study provides theoretical and empirical evidence for digital pedagogy design, suggesting educators should prioritize cultivating academic self-efficacy when implementing digital technologies in secondary education.

Copyright

© 2025 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Jiajun Hong
AU  - Hongwei Lin
AU  - Xiaowei Wang
PY  - 2025
DA  - 2025/12/29
TI  - Academic Self-Efficacy as a Mediator: Linking Classroom Interaction to Learning Performance in Digital Environments
BT  - Proceedings of the 5th International Conference on New Media Development and Modernised Education (NMDME 2025)
PB  - Atlantis Press
SP  - 489
EP  - 498
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-523-2_52
DO  - 10.2991/978-2-38476-523-2_52
ID  - Hong2025
ER  -