The Impact of E-Learning Control Beliefs on Academic Performance: The Mediating Role of Self-Efficacy

Abstract

This research examines how control of e-learning beliefs impacts academic performance through the mediating role of self-efficacy. Through social cognitive theory, it proposes that students who perceive greater control over their online learning environment develop stronger confidence in their academic abilities, which enhances the performance of student. Data were collected from 436 students and recent graduates of Pakistani higher education institutions with experience in mandatory online courses. Structural Equation Modeling (SEM) using AMOS 24 was applied to test the proposed relationships. The results show that control of e-learning beliefs significantly predicts both self-efficacy and academic performance. Self-efficacy also has a significant positive effect on academic performance and mediates the relationship between control beliefs and academic outcomes. The findings highlight the importance of psychological factors in online learning and suggest that strengthening learners’ sense of control and confidence can improve academic success in e-learning environments.