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Academic Self-Efficacy, Online Self-Efficacy, and Fixed and Faded Scaffolding in Computer-Based Learning Environments

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Title: Academic Self-Efficacy, Online Self-Efficacy, and Fixed and Faded Scaffolding in Computer-Based Learning Environments
Language: English
Authors: Sonia Triana-Vera (ORCID 0000-0002-6287-5609), Omar López-Vargas (ORCID 0000-0003-2298-6854)
Source: Contemporary Educational Technology. 2025 17(1):570.
Availability: Contemporary Educational Technology. Faculty of Communication Sciences, Anadolu University, Yunus Emre Campus, Eskisehir 26470, Turkey. e-mail: editor@cedtech.net; Web site: http://www.cedtech.net
Peer Reviewed: Y
Page Count: 17
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Grade 10
Descriptors: Self Efficacy, Electronic Learning, Scaffolding (Teaching Technique), High School Students, Grade 10, Multimedia Instruction, Multimedia Materials, Foreign Countries, Learning Motivation, Individualized Instruction, Academic Ability, Technology Education, Computer Assisted Instruction, Computer Science Education, Programming
Geographic Terms: Colombia
Abstract: This research aimed to determine the effects of motivational scaffolding and adaptive scaffolding on academic and online self-efficacy in learners interacting with a multimedia learning environment within the field of technology. The study involved 146 students from four tenth-grade classes at a public institution in the municipality of Soacha (Cundinamarca-Colombia). The research followed a quasi-experimental design with two independent variables: (1) motivational scaffolding (static and faded by the student) and (2) adaptive scaffolding (fixed and differentiated), it also included two dependent variables; academic and online self-efficacy. A factorial MANCOVA statistical analysis showed a significant interaction of adaptive scaffolding and motivational scaffolding on self-efficacy for online learning. There was also evidence that differential adaptive scaffolding had a substantial effect on academic and online self-efficacy. These findings suggest that the use of motivational and differential pedagogical and/or didactic strategies in virtual learning environments, which integrate scaffolding faded by the student, enhances learners' personal judgments about their abilities to learn content within the field of technology.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1470014
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Academic Self-Efficacy, Online Self-Efficacy, and Fixed and Faded Scaffolding in Computer-Based Learning Environments
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  Data: <searchLink fieldCode="AR" term="%22Sonia+Triana-Vera%22">Sonia Triana-Vera</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6287-5609">0000-0002-6287-5609</externalLink>)<br /><searchLink fieldCode="AR" term="%22Omar+López-Vargas%22">Omar López-Vargas</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2298-6854">0000-0003-2298-6854</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Contemporary+Educational+Technology%22"><i>Contemporary Educational Technology</i></searchLink>. 2025 17(1):570.
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  Data: Contemporary Educational Technology. Faculty of Communication Sciences, Anadolu University, Yunus Emre Campus, Eskisehir 26470, Turkey. e-mail: editor@cedtech.net; Web site: http://www.cedtech.net
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  Data: 17
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  Data: 2025
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  Data: <searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Scaffolding+%28Teaching+Technique%29%22">Scaffolding (Teaching Technique)</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+10%22">Grade 10</searchLink><br /><searchLink fieldCode="DE" term="%22Multimedia+Instruction%22">Multimedia Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Multimedia+Materials%22">Multimedia Materials</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Motivation%22">Learning Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Individualized+Instruction%22">Individualized Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Ability%22">Academic Ability</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Education%22">Technology Education</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Assisted+Instruction%22">Computer Assisted Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Science+Education%22">Computer Science Education</searchLink><br /><searchLink fieldCode="DE" term="%22Programming%22">Programming</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Colombia%22">Colombia</searchLink>
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  Data: This research aimed to determine the effects of motivational scaffolding and adaptive scaffolding on academic and online self-efficacy in learners interacting with a multimedia learning environment within the field of technology. The study involved 146 students from four tenth-grade classes at a public institution in the municipality of Soacha (Cundinamarca-Colombia). The research followed a quasi-experimental design with two independent variables: (1) motivational scaffolding (static and faded by the student) and (2) adaptive scaffolding (fixed and differentiated), it also included two dependent variables; academic and online self-efficacy. A factorial MANCOVA statistical analysis showed a significant interaction of adaptive scaffolding and motivational scaffolding on self-efficacy for online learning. There was also evidence that differential adaptive scaffolding had a substantial effect on academic and online self-efficacy. These findings suggest that the use of motivational and differential pedagogical and/or didactic strategies in virtual learning environments, which integrate scaffolding faded by the student, enhances learners' personal judgments about their abilities to learn content within the field of technology.
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RecordInfo BibRecord:
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
        StartPage: 570
    Subjects:
      – SubjectFull: Self Efficacy
        Type: general
      – SubjectFull: Electronic Learning
        Type: general
      – SubjectFull: Scaffolding (Teaching Technique)
        Type: general
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: Grade 10
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      – SubjectFull: Multimedia Instruction
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      – SubjectFull: Multimedia Materials
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Learning Motivation
        Type: general
      – SubjectFull: Individualized Instruction
        Type: general
      – SubjectFull: Academic Ability
        Type: general
      – SubjectFull: Technology Education
        Type: general
      – SubjectFull: Computer Assisted Instruction
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      – SubjectFull: Computer Science Education
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      – SubjectFull: Programming
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      – SubjectFull: Colombia
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      – TitleFull: Academic Self-Efficacy, Online Self-Efficacy, and Fixed and Faded Scaffolding in Computer-Based Learning Environments
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