Beliefs of personal efficacy in learning regulation within digital university

This study aims at presenting and validating a questionnaire on beliefs about personal efficacy in learning regulation within digital university contexts. Psychological and educational literature has recognised the role of personal efficacy, citing associations to positive learning outcomes and good quality student trajectories. Nevertheless, few studies have been conducted regarding online courses. In this study (N=159, aged 19 to 63) two dimensions of self-effi cacy, namely "Task e-Efficacy" and "Social e-Efficacy", are found to be relevant. The first influences the average score of the results; whilst the second increases the number of exams and the level of pro-social behaviour demonstrated in areas such as sharing assignments, receiving support, and providing help. In conclusion, we believe these two dimensions could be useful to strategically monitor and organize the educational offer.