The Role of Self-efficacy, Locus of Control and Anxiety in Students’ Perceptions of Internet Self-handicapping Strategy, Internet Self-handicapping Behaviors, and Problematic Internet Use

• Main Authors: Yi-Ping Wang, 王逸萍
• Other Authors: none
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/m7tm8r

碩士 === 國立臺灣科技大學 === 數位學習與教育研究所 === 99 === The purpose of this study was to investigate the effects of personal beliefs (i.e. self-efficacy, locus of control, and anxiety) on learning behaviors (i.e. Internet self-handicapping strategy, self-handicapping behaviors and problematic Internet use) and academic achievement in the web-based learning environment. There were eighty-five students enrolled in the course of Chemistry from a senior high school. Both quantitative and qualitative methods were applied for data analysis. The content analysis was used to analyze the students’ Internet self-handicapping behaviors, while some quantative methods were used to analyze or the reliability of the questionnaires for students’ self-efficacy, locus of control, anxiety, Internet self-handicapping strategy, and problematic Internet use, and their predictive capabilities on academic achievement. The result showed that students’ locus of control and anxiety significantly predicted Internet self-handicapping strategy. Students’ external locus of control significantly predicted their Internet self-handicapping behaviors. In addition, both students’ self-efficacy and locus of control were significantly different between high achievement groups and low achievement groups. Moreover, Internet self-handicapping strategy was strongly related to problematic Internet use. Furthermore, both students’ perceptions of Internet self-handicapping strategy and Internet self-handicapping behaviors significantly predicted their academic achievement. Finally, implications and suggestions for teaching and future research were provided.