Enhancing Academic Self-Efficacy through Distance Learning: A Structural Equation Model Analysis of Key Predictors among Gifted Undergraduate Students

Abstract

This study utilized structural equation modeling to examine the relationships between distance learning self-efficacy, its factors, and academic self-efficacy among gifted undergraduate students. The findings revealed that self-efficacy for distance learning and its factors, including Experience and knowledge in teaching, Engagement (Communication and interaction), providing feedback, Influencing society, and lastly, Encouraging learner motivation and attitude, had significant predictive relationships and direct positive effects on academic self-efficacy in this population. The study highlights the importance of prioritizing key components such as knowledge acquisition, effective communication, and meaningful interaction to enhance self-efficacy for distance learning among gifted undergraduates. It recommends the implementation of tailored support programs, integration of academic support, and technology-enhanced learning environments, with continuous monitoring and evaluation, to facilitate sustained improvements in academic self-efficacy over time.