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This study examined whether self-efficacy mediates the relationship between learning motivation (LM), perceived usefulness of digital technology (PUDT), and online learning engagement (OLE) among international postgraduate students at Universiti Putra Malaysia (UPM). Using stratified random sampling, 208 students (M age = 27.3, SD = 3.8) completed validated questionnaires. Correlation analysis showed that LM (r = .471, p < .001), PUDT (r = .464, p < .001), and self-efficacy (r = .394, p < .001) were all positively associated with OLE. Multiple regression revealed that self-efficacy (β = .296, p = .001) and PUDT (β = .231, p = .021) significantly predicted engagement. Mediation analysis using PROCESS Macro (Model 4) confirmed that self-efficacy significantly mediated the effects of both LM and PUDT on OLE. These findings offer theoretical support for integrating Self-Determination Theory and the Technology Acceptance Model in educational contexts and highlight self-efficacy as a key psychological mechanism to enhance online engagement.

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Self-Efficacy as a Mediator in Online Learning Engagement: Evidence from International Postgraduates at UPM

  • 章节

  • 发表日期：

    2026年

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  • Minghua Lu,
  • Siti Nur Syuhada Musa

摘要

This study examined whether self-efficacy mediates the relationship between learning motivation (LM), perceived usefulness of digital technology (PUDT), and online learning engagement (OLE) among international postgraduate students at Universiti Putra Malaysia (UPM). Using stratified random sampling, 208 students (M age = 27.3, SD = 3.8) completed validated questionnaires. Correlation analysis showed that LM (r = .471, p < .001), PUDT (r = .464, p < .001), and self-efficacy (r = .394, p < .001) were all positively associated with OLE. Multiple regression revealed that self-efficacy (β = .296, p = .001) and PUDT (β = .231, p = .021) significantly predicted engagement. Mediation analysis using PROCESS Macro (Model 4) confirmed that self-efficacy significantly mediated the effects of both LM and PUDT on OLE. These findings offer theoretical support for integrating Self-Determination Theory and the Technology Acceptance Model in educational contexts and highlight self-efficacy as a key psychological mechanism to enhance online engagement.