Academic self-efficacy and perceived learning: The mediating role of ICT use for academic tasks in university students
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Previous studies have associated academic self-efficacy with the use of ICT and the improvement of perceived student learning. However, the mediating role of ICT use still needs to be explored. The objective of this study was to identify the mediating role of ICT use between academic self-efficacy and perceived learning among university students. A non-probabilistic sample of 292 university students was used (M age = 21.38, SD = 3.19; 67% women), who completed various self-report measures with adequate evidence of validity and reliability. Structural model analysis shows that the use of ICT for academic tasks mediates the relationship between academic self-efficacy and perceived learning. It is concluded that academic self-efficacy and the use of ICT for school tasks are significant predictors of perceived learning. Educational institutions should promote the academic use of ICT.
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