| 1 | Lynch and Dembo (2004) | The Relationship Between Self-Regulation and Online Learning in a Blended Learning Context | Learners' self-efficacy related significantly to their academic performance in blended environment |
| 2 | Jashapara and Tai (2006) | Understanding the complexity of human characteristics on e-learning system: an integrated study of dynamic individual differences on user perceptions of ease of use | E-learning system self-efficacy, computer anxiety, personal innovativeness with IT, computer playfulness and computer experience influence perceived ease of use |
| 3 | Bates and Khasawneh (2007) | Self-efficacy and college student' perceptions and use of online learning systems | Relationships between self-efficacy, its antecedents, and several online learning outcomes are significant and complex |
| 4 | Kitsantas and Chow (2007) | College students' perceived threat and preference for seeking help in traditional, distributed and distance learning environments | Student achievement is significantly correlated with formal help seeking, academic self-efficacy and perceived threat to seek help |
| 5 | Lee and Hwang (2007) | The effects of computer self-efficacy and learning management system quality on e-Learner's satisfaction | Learners' satisfaction and self-regulated learning strategy depends on their computer self-efficacy |
| 6 | Yukselturk and Bulut (2007) | Predictors for student success in an online course | The effect of the self-regulation variables on students' success was statistically significant and successful students generally used self-regulated learning strategies in the online course |
| 7 | Lin et al. (2008) | Building a social and motivational framework for understanding satisfaction in online learning | The students' perceived task value, self efficacy and social ability are very important for satisfaction in online learning |
| 8 | Wang and Wu (2008) | The role of feedback and self-efficacy on web-based learning: The social cognitive perspective | Self-efficacy predicted students' use of learning strategies and related to elaborated feedback behavior |
| 9 | Hodges (2008) | Self-efficacy, Motivational Email, and Achievement in an Asynchronous Math Course | SELMA among 196 participants was measured and statistically significant relationships were found between SELMA and learners' achievement |
| 10 | Chu (2010) | How family support and Internet self-efficacy influence the effects of e-learning among higher aged adults – Analyses of gender and age differences | Emotional family support plays a main role in predicting the effects of e-learning, mediated by general and Internet self-efficacy |
| 11 | Chu and Chu (2010) | Multi-level analysis of peer support, Internet self-efficacy and e-learning outcomes – The contextual effects of collectivism and group potency | Internet self-efficacy (ISE) was found having the mediation effects of between peer support and e-learning outcomes |
| 12 | Shea and Bidjerano (2010) | Learning presence: Towards a theory of self-efficacy, self-regulation, and the development of a communities of inquiry in online and blended learning environments | A positive relationship exists between learner self-efficacy measures and their ratings of the quality of learning in virtual environments |
| 13 | Law et al. (2010) | Learning motivation in e-learning facilitated computer programming courses | A well facilitated e-learning setting can enhance learning motivation and self-efficacy |
| 14 | Martin et al. (2010) | Influence Of Learning Management Systems Self-efficacy On E-Learning Performance | Found a significant positive correlation of self-efficacy with course performance for the students in the hybrid online course |
| 15 | Song et al. (2011) | Assessing medical students' self-regulation as aptitude in computer based learning | Prior knowledge of online system showed a positive direct effect on online self-efficacy |
| 16 | Jashapara and Tai (2011) | Knowledge mobilization through e-learning system: Understanding the mediating roles of Self-Efficacy and Anxiety on perceptions of ease of use | Personal innovativeness with IT showed significant an effect on e-learning system self-efficacy, and computer experience had a significant effect on e-learning system self-efficacy |
| 17 | Zhang et al. (2012) | Promoting the intention of students to continue their participation in e-learning systems | Found positive influence of the psychological safety communication climate on self-efficacy |
| 18 | So et al. (2012) | Little experience with ICT: are they really the net- generation student-teachers? | Found student teachers who hold constructivist beliefs have strong computer efficacy and show more positive attitudes toward computers in education |
| 19 | Shen et al. (2013) | Unpacking online learning experiences: Online learning self-efficacy and learning satisfaction | The number of online courses was a significant predictor of self-efficacy to complete an online course |
| 20 | Lin et al. (2013) | Exploring middle-aged and older adults' sources of Internet self-efficacy: A case study | Found five sources underlying middle aged and older adults' Internet self-efficacy as, (1) successful performance accomplishments, (2) vicarious admirable modeling by children, friends and neighbors, (3) verbal or social persuasion by influential friends and family, (4) fear, bad memory, slow reactions, or a joyful state and (5) a proactive personality |
| 21 | Putwain et al. (2013) | Academic self-efficacy in study-related skills and behaviors: Relations with learning-related emotions and academic success | Academic self-efficacy, when operationalized as mastery over domain-specific knowledge, has been found to be a predictor of academic achievement and emotions |
| 22 | Wang et al. (2013) | Student' characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning | Motivation directly influenced the levels of technology self-efficacy, and it was the mediator between the learning strategies and technology self-efficacy |
| 23 | Joo et al. (2013) | Locus of control, self-efficacy, and task value as predictors of learning outcome in an online university context | Locus of control, self-efficacy and task value were significant predictors of learner online learning satisfaction |
| 24 | Cho and Shen (2013) | Self-regulation in online learning | Found the importance of individual students' intrinsic goal orientation and academic self-efficacy in academic achievement |
| 25 | Chiu and Tsai (2014) | The roles of social factor and Internet self-efficacy in nurses' web-based continuing learning | Found that the social factors had positive effects on basic Internet self-efficacy and advanced Internet self-efficacy |
| 26 | Pellas, N. (2014) | The influence of computer self-efficacy, meta-cognitive self-regulation and self-esteem on student engagement in online learning programs: Evidence from the virtual world of Second Life | Computer self-efficacy, meta-cognitive self-regulation and self-concept in online courses were not only positively correlated with student's cognitive and emotional engagement factors but were also negatively correlated with behavioral factors |
| 27 | Tang et al. (2014) | Blog learning: effects of users' usefulness and efficiency toward continuance intention | Proposed an extended expectation–confirmation model (ECM) that explicitly incorporates experiential learning, perceived self-efficacy and perceived usefulness to examine blog continuance learning behavioral intentions done online |
| 28 | Komarraju and Dial (2014) | Academic identity, self-efficacy, and self-esteem predict self-determined motivation and goals | Found that socially oriented students have lower academic self-efficacy, lower self-determined motivation and a preference for performance goals; reversely studiously oriented students report higher self-esteem and a preference for learning goals |
| 29 | Kuo et al. (2014) | Interaction, Internet self-efficacy, and self-regulated learning as predictors of student satisfaction in online education courses | Found learners' self-efficacy and ability of Internet use have positive correlation |
| 30 | Taipjutorus (2014) | The relationship between learner control and online learning self-efficacy : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University, Manawatu campus, New Zealand | The study found that computer skills are good predictors of computer self-efficacy |
| 31 | Jan (2015) | Academic self-efficacy, computer self-efficacy, prior experience, and satisfaction with online learning | Found academic self-efficacy (ASE) to be most predictive of satisfaction with online learning. Females had a higher mean ASE than males |
| 32 | Wang et al. (2015) | Understanding the continuance use of social network sites: a computer self-efficacy perspective | Found that general computer self-efficacy (CSE) affects continuance intention through both cognition and affection, specific CSE mainly affects continuance intention through cognition |
| 33 | Lin et al. (2015) | Revalidate forms of presence in training effectiveness: Mediating effect of Self-Efficacy | Found social presence was a stronger predictor of self-efficacy. Self-efficacy is a full mediator between social presence and cognitive presence |
| 34 | Shen (2015) | An Empirical Study on Influencing Factors of Knowledge Sharing in Virtual Learning Community | Found that the trust between members had a significant positive effect on self-efficacy of knowledge-sharing. Effect of perceptual learning on self-efficacy of knowledge-sharing was significant |
| 35 | Lim et al. (2016) | Structural relationships of environments, Individuals, and learning outcomes in Korean online university settings | The study showed that learner-learner interaction and system quality was related to learner computer self-efficacy. Content quality also significantly predicted computer self-efficacy |
| 36 | Liou et al. (2016) | The study of the Antecedents of Knowledge sharing behavior: The empirical study of Yamol online test community | Anticipated extrinsic rewards had a significant and positive effect on knowledge sharing self-efficacy. The knowledge sharing self-efficacy partially mediated knowledge sharing behavior |
| 37 | Prior et al. (2016) | Attitude, digital literacy and self-efficacy: Flow-on effects for online learning behavior | Found attitude and digital literacy were significantly correlated with self-efficacy. Self-efficacy had a significant positive effect on Peer engagement, Learning-management system interactions, and Convener interaction |
| 38 | Reychav et al. (2016) | Leveraging social networks in the adoption of mobile technologies for collaboration | Found network reciprocity had a strong and significant effect on computer self-efficacy. Perceived enjoyment had a positive effect on computer self-efficacy |
| 39 | Vayre and Vonthron (2016) | Psychological engagement of students in distance and online learning: Effects of self-efficacy and psychosocial processes | Found community played a significant and positive role on self-efficacy. Academic self-efficacy partially mediated between the sense of belonging to the learning community and enthusiasm |
| 40 | Cho and Cho (2017) | Self-regulation in three types of online interaction: a scale development | Found self-regulation in interaction between student and content, student and student, and student and teacher, significantly correlated with self-efficacy, respectively |
| 41 | Kim and Park (2017) | Effect of personal factors to use ICTs on e-learning adoption: comparison between learner and instructor in developing countries | Found personal innovativeness in the domain of ICT identified as an important factor influencing computer self-efficacy for instructors. Computer experience was significantly associated with computer self-efficacy for instructors and for learners |
| 42 | Hong et al. (2017) | Intrinsic motivation of Chinese learning in predicting online learning self-efficacy and flow experience relevant to students' learning progress | Found that four constructs, namely intrinsic motivation, online learning self-efficacy, flow experience, and learning progress, were all positively correlated |
| 43 | Hong et al. (2017) | Intrinsic motivation of Chinese learning in predicting online learning self-efficacy and flow experience relevant to students' learning progress | The study established mathematically that the relationship between Chinese learning intrinsic motivation and online learning self-efficacy was supported with a path coefficient of 0.382 (t = 4.35, p < 0.001) |
| 44 | Hatlevik (2017) | Examining the Relationship between Teachers' Self-Efficacy, their Digital Competence, Strategies to Evaluate Information, and use of ICT at School | Self-efficacy in teaching as a key issue for carrying out good teaching practice and also found a positive relationship between teachers' self-efficacy in information and communication technologies (ICTs) |
| 45 | LaRocca (2017) | Self-efficacy toolkit | Found students with high levels of self-efficacy participate more in class, work harder, persist longer, and have fewer adverse emotional reactions when encountering difficulties than students with lower self-efficacy |
| 46 | Gerick et al. (2017) | School-level predictors for the use of ICT in schools and students' CIL in international comparison | Use of ICT by teaching staff in schools and their teaching-efficacy differs among different education systems |
| 47 | Cussó-Calabuig et al. (2018) | Effects of intensive use of computers in secondary school on gender differences in attitudes toward ICT: a systematic review | Despite the intensive use of computers, boys are favored in computer anxiety, self-confidence and self-efficacy and suggest no differences in computer enjoyment |
| 48 | Yokoyama (2019) | Academic Self-Efficacy and Academic Performance in Online Learning: A Mini Review | Study found academic self-efficacy (ASE) tended to correlate with academic performance in online learning environment, similar to a general learning environment |
| 49 | Kundu et al. (2020) | An empirical study on the correlation between teacher efficacy and ICT infrastructure | Indian school teachers' self-efficacy has the potential to work amidst poor infrastructural set up, and it has a positive correlation with their perception of ICT infrastructure |
| 50 | Pumptow and Brahm (2020) | Students' Digital Media Self-Efficacy and Its Importance for Higher Education Institutions: Development and Validation of a Survey Instrument | Extended Bandura's social cognitive theory (SCT) toward digital media usage in the context of higher education and found that academic self-efficacy and digital media self-efficacy can be conceptualized as two separate constructs |