The Impact of Self-Efficacy on Motivation and Learning Engagement in Online Courses

With the rapid expansion of online learning, understanding the psychological factors that influence learners’ success has become increasingly important. This study investigates the impact of self-efficacy on motivation and learning engagement in online courses, aiming to clarify the mechanisms through which learners’ beliefs about their capabilities affect their academic behaviors. A sample of 356 undergraduate and graduate students enrolled in fully online courses participated in the study. Data were collected through validated self-report scales measuring online learning self-efficacy, motivation, and learning engagement, and analyzed using descriptive statistics, correlation analysis, multiple regression, and structural equation modeling (SEM). Results indicate that self-efficacy is a significant predictor of both intrinsic and extrinsic motivation, as well as behavioral, cognitive, and emotional engagement in online learning. Moreover, motivation partially mediates the relationship between self-efficacy and learning engagement, suggesting that learners’ confidence enhances engagement both directly and indirectly through increased motivation. The findings provide empirical support for the theoretical framework linking self-efficacy, motivation, and engagement, highlighting the critical role of psychological factors in digital education. These results have important implications for online course design and instructional strategies. Enhancing learners’ self-efficacy through mastery experiences, scaffolding, timely feedback, and motivational interventions can foster sustained engagement, improve learning outcomes, and promote the development of lifelong learning skills. The study also identifies avenues for future research, including longitudinal and experimental investigations of self-efficacy interventions and the exploration of contextual and cultural factors affecting online learning engagement.