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This study has two objectives: to explore the factors that influence student self-efficacy regarding engagement and learning outcomes in a business simulation game course and to compare the difference between hierarchical and general teaching methods.

From September 2021 to May 2022, a questionnaire was administered to 126 students in a business simulation game course at the Zhongshan Institute, University of Electronic Science and Technology of China. Data were analyzed using nonparametric paired samples tests and linear regression.

The results showed that student self-efficacy, engagement and learning outcomes were significantly higher with the hierarchical teaching method than with the general teaching method. There were also differences in the factors that influenced self-efficacy regarding learning outcomes between the two teaching methods. With the general teaching method, student self-efficacy did not directly affect learning outcomes, but did so indirectly by mediating the effect of engagement. However, with the hierarchical teaching method, self-efficacy directly and significantly affected learning outcomes, in addition to indirectly affecting learning outcomes through student engagement.

Compared with the control group experimental research method, the quasi-experimental research method can eliminate the influence of sample heterogeneity itself, but the state of the same sample may change at different times, which is not necessarily caused by the hierarchical teaching design.

Based on the results of this study, teachers can apply hierarchical teaching according to student ability levels when integrating business simulation games. The results of this study can inspire teachers to protect student self-confidence and make teaching objectives and specific requirements clear in the beginning of the course, and also provide an important practical suggestion for students on how to improve their course performance.

The research results can be extended to other courses. Teachers can improve students' self-efficacy through hierarchical teaching design, thus improving students' learning performance and also provide reference value for students to improve their learning performance.

This study built a model based on self-system model of motivational development (SSMMD) theory, comparing factors that affect student self-efficacy regarding learning outcomes under different teaching methods. The model enriches the literature on SSMMD theory as applied to business simulation game courses and adds to our understanding of hierarchical teaching methods in this field. The results provide a valuable reference for teachers that can improve teaching methods and learning outcomes.

The post-pandemic recognises changes are required; universities need to rethink their e-servicescapes strategies by offering different approaches to enhance students’ learning. This study aims to draw on learning self-efficacy trajectories and propose a conceptual model for exploring the predictive validity of satisfaction. In addition, it explores the mediating role of e-servicescapes and the moderating relationship effect of mature and younger students.

Learning self-efficacies is incorporated into the design of the model in an attempt to understand student cognition. The influences of e-servicescape on adopting online preferences and satisfaction are also examined. The model was empirically validated by surveying 266 respondents. Structural equation modelling and multi-group analysis were used to analyse the data.

The results of this study show learning self-efficacies has no significant influence on satisfaction. Yet, they showed a significant influence on e-servicescapes. E-servicescapes positively influenced satisfaction and preference for adopting online learning. E-servicescapes also had a mediating effect between self-efficacy to complete a course and satisfaction, as well as self-efficacy to interact with instructors and satisfaction. It had a negative suppressed effect on social interaction.

The research makes the following contributions. Firstly, the conceptualised model identifies an association between learning self-efficacies and e-servicescapes, suggesting universities as service providers can maximise the value offerings of their customer assets. Secondly, e-servicescapes demonstrate a full mediating effect between self-efficacies and satisfaction, indicating that if universities are to compete successfully in dynamic markets, they should co-create value in their e-servicescapes domain to increase satisfaction. Thirdly, the study recognises the need for a hybrid system of both face-to-face and online delivery because the multi-group analysis shows mature age preference for online learning is required to make this transformation successful.

The purpose of this study is to explore the role individual innovativeness along with e-learning self-efficacy play in predicting the e-learning readiness of first- and second-year students of an open and distance education institutions in an African context.

Therefore, building on previous related research in this area, a quantitative approach was adopted to address the research questions and to establish whether a statistically significant relationship existed between individual innovativeness, e-learning self-efficacy, the independent variables; and e-learning readiness, the dependent variable. In total, 476 first- and second-years students of the university participated in the four-Likert-type scale survey. The research instrument which comprises 74 survey items was completed by 217 of the students. Statistical tools used for analysing data included both Pearson Product Moment Correlation coefficients and t-tests.

It was discovered that a strong positive and significant relationship was observed between individual innovativeness and e-learning readiness of first- and second-year students of the Yenagoa Study Centre of the National Open University of Nigeria (NOUN); a statistically significant relationship was also found between e-learning self-efficacy scores and the e-learning readiness of the first- and second-year students of the Yenagoa Study Centre of NOUN; there was a statistically significant joint relationship between the three variables under investigation; findings equally revealed that male respondents had higher e-learning readiness than their female counterparts.

Like every other study of this nature, this one also suffers some limitations. First, NOUN is a very large university with over half a million students spread across almost 78 study centres. This means that observation from just one study centre amounts to a very small sample size. This according to Schweighofer, Weitlaner, Ebner and Rothe (2019) jeopardises the generalisability and validity of study results. The authors also maintain that empirical data generated from surveys that usually rely participants' abilities to read and select responses without further interpretation by the researchers suffer from cognitive biases like social desirability. To address the above limitations, detailed studies involving all studies centres of NOUN be undertaken and other qualitative and or mixed research methodologies be adopted in the future.

The implications for this study are that people who are innately innovative will willingly accept technology and by extension, learning in technology-rich environments like those found in like NOUN whose mode of study is blended learning inherently found in open and distance learning (ODL) institution. Therefore, this study is significant as it will provide relevant information to the management and administrators of NOUN, policymakers and regulatory institutions for the development, deployment and implementation of e-learning strategies. Findings will also benefit e-learning initiatives undertaken by similar institutions that adopt the ODL mode of education in Nigeria and other developing countries.

Even though, studies on the antecedents of e-learning readiness have been widely conducted across diverse contexts, studies exploring the associations between individual innovativeness, e-learning self-efficacy and e-learning readiness are relatively hard to come by. The above two variables as predicting the e-learning readiness in the study context are comparatively new. This study thus focuses on the relationships between the individual innovativeness levels, e-learning self-efficacy beliefs of students and their e-learning readiness which ultimately determines their ability to sustain studies in an ODL institution.

The purpose of this paper is to examine the impact of experiential simulation-based learning of employee self-efficacy.

The research approach is an exploratory case study of a group of trainees from the same organisation. Using a quasi-experiment, one group, pre-test-post-test design (Tharenou et al., 2007), a questionnaire with validated scales at Time 1 (T1) prior to training and Time (T2) three months after training were used. All scales had been validated by the researchers and had acceptable levels of reliability. In addition interviews are undertaken with the participants immediately at the end of the programme.

The research found strong evidence of the positive impact of the training on skills transfer to the workplace with support from supervisors as key criteria.

There remains a need for additional studies with larger and more diverse samples and studies which incorporate control groups into their design.

This study provided support for the transfer of knowledge using simulation-based training and advances our limited knowledge and understanding of simulation-based training as a form of experiential (management) learning and development.

This is the first study to undertake a longitudinal analysis of the impact on self-efficacy in the workplace and as such adds to the research in this field.

The purpose of this paper is to show the relevance of teachers’ extra role behaviour towards improving students’ learning efficacy status. This study examines the intervening role of art-based teaching pedagogies, i.e. involvement of different forms of art during the traditional teaching session between extra role behaviour and students’ learning efficacy.

The statistical test results showed that teachers’ extra role behaviour is significant for improving and strengthening students’ learning efficacy. Further, the moderation analysis showed that if art is integrated with teachers’ extra role behaviour, the effect on learning efficacy of students will increase. Art-based teaching pedagogies suggest involvement of art in teaching practices. Multiple regression analysis was conducted to evaluate the direct effect of extra role behaviour on students’ learning efficacy with the intervening role of art-based teaching pedagogies.

Results indicated a linear effect of teachers’ extra role behaviour on students’ learning efficacy and that art-based teaching pedagogies had an indirect effect (mediation) on students’ learning efficacy.

The study will bridge the gap between academic initiatives taken and its overall implementation in primary and secondary schools.

Though prior research has recognized business skills as one of the keys to successful information system development, few studies have investigated the determinants of an IS developer’s behavioral intention to learn such skills. Based on the motivation-ability-role perception-situational factors (i.e. the MARS model), the purpose of this paper is to argue that the intention of IS developers to acquire business skills is influenced by learning motivation (M), learning self-efficacy (A), change agent role perception (R), and situational support (S).

Data collected from 254 IS developers are analyzed using the partial least squares technique.

Results show that a developer’s intention to learn business skills is positively influenced by intrinsic learning motivation and both absolute and relative learning self-efficacy. Furthermore, in comparison to two other change agent roles, the advocate role leads to a significantly higher level of learning intention. Finally, work and non-work support positively influence both extrinsic and intrinsic learning motivation. Notably, non-work support has a greater impact on both absolute and relative learning self-efficacy.

Though many of the proposed hypotheses were supported, results showed several interesting and unexpected findings. First, regarding the change agent role perception, people who perceived themselves as advocates displayed a higher level of intention to learn business skills than did those who identified with the other two roles (i.e. traditionalist and facilitator). Second, when compared to extrinsic learning motivation, intrinsic learning motivation contributed more to the intention to learn business skills. Third, the study contributes to the literature by finding that, in terms of direction and magnitude, the two types of self-efficacy have similar influence on an IS developer’s behavioral intention to learn business skills. Finally, work support was found to have a positive impact on both extrinsic and intrinsic learning motivation. However, it was interesting to note that work support did not lead to significantly higher levels of relative and absolute learning self-efficacy.

The findings of this study provide several critical implications for practitioners seeking to encourage IS developers to learn b-skills. First, organizations should strongly encourage IS developers to take on the advocate role in ISD projects, and urge them to acquire business skills through formal education and on-the-job training. Second, organizations should also help IS developers understand how learning business skills is important for their future work and potential self-growth, rather than focusing solely on extrinsic benefits such as promotion or remuneration. Third, organizations can also make use of the strategies to enhance IS developer’s learning self-confidence and beliefs, which will, in turn, increase their intention to learn business skills. Finally, support from others is influential in the formulation of positive work attitudes and behaviors, so organizations will benefit when employees are well supported.

While prior research has emphasized the importance of business skill possession for IS developers during the system development process, few studies have explored the factors affecting an IS developer’s behavioral intention to learn those business skills. This study intends to bridge this gap by investigating factors that drive IS developers’ intention to learn business skills. The findings of this study are useful to researchers in the development and testing theories related to IS developer learning behavior, and to practitioners to facilitate business skill learning for their IS development staff.

This paper aims to identify factors that could be related to creative self-efficacy. Specifically, this article examines three different levels of factors as determinants to creative self-efficacy: leader-related, self-related and job-related. After careful consideration, this study selected one determinant to represent each of the three factors. Transformational leadership represented the leader-related factors, learning orientation represented the self-related factors and autonomy represented the job-related factors of creative self-efficacy. This article also aims to examine the effect of creative self-efficacy on what is called innovative activities.

Drawing from theory the study presents a conceptual model of the aforementioned relationships. The data collection is based on a survey with a sample of employees in hospitality organizations.

The findings reveal that the job-related factors (autonomy) were the most influential determinants to creative self-efficacy, followed by the self-related factors (learning orientation) and finally leader-related factors (transformational leadership). Furthermore, creative self-efficacy has a positive effect on innovative activities. Creative self-efficacy was found to have a mediating role between the three determinant variables and the effect variable.

This study is limited to a selection of three different factors as determinants to creative self-efficacy and only one effect variable. Future research should focus on other variables that may be related to creative self-efficacy. This article suggests three main areas related to creative self-efficacy that future research should specifically focus on.

This study stresses the importance for managers to understand that creative self-efficacy is an important motivational factor for behavioural outcomes such as innovative activities. Moreover, it stresses the need for managers to give employees the necessary freedom to act on the basis of self-determination in their job role. Simultaneously, it points to the importance of building a climate and culture that triggers an individual learning orientation, increasing the creative capital in hospitality organizations. In general, this study demonstrates that creative self-efficacy may be a key personal attribute in the workplace where innovation is essential and an important aspect of firm's competitive advantage.

Creative self-efficacy is a relatively new concept. This study contributes to the understanding of this phenomenon.

This case study examines the experiences of 20 student teachers at an Indonesian private university in enhancing their self-efficacy in utilizing instructional technology.

The participants of this study had different cultural backgrounds and spoke different indigenous languages. Situated in diverse classroom settings, the participants were interviewed using online platforms to examine their learning experience when learning to integrate technology into teaching. Furthermore, observational data were collected through photographs taken during the learning process to triangulate the findings.

Grounded in case study analysis, the study reveals three emerging themes indicating the development of the preservice teachers' confidence in multilingual classrooms: (1) designing technology-mediated learning activities, (2) using learning technology to foster students' autonomy in learning and (3) promoting peer engagement in diverse classrooms through technology-based learning. Furthermore, the participants demonstrated their ability to develop self-efficacy in overcoming the challenges associated with technology use in education by adapting, innovating, and collaborating.

The study has three limitations. First, the limited number of participants involved in the study restricts the generalizability of the findings and does not allow for testing the potential influence of variables such as age, gender or experience on preservice teachers' beliefs. Second, limitation pertains to the reliability of self-report data provided by the preservice teachers. Given that self-efficacy can fluctuate over time, a longitudinal study is needed to investigate whether preservice teachers' self-efficacy in utilizing technology for learning evolves over time. Third, while the study was conducted in diverse classroom settings, it lacks an in-depth exploration of how cultural diversity impacts the learning outcomes of these preservice teachers.

The findings suggest that nurturing the technological self-efficacy of preservice teachers enhances their competence in technology-mediated pedagogy, both during the pandemic of COVID-19 and in the future.

Research suggests effective immersive simulations that rely on augmented reality enhance teachers’ self-efficacy and skills (Badiee & Kauffman, 2015). However, there is a gap in the literature as studies have largely ignored their uses in educational leadership programs (Bradley & Kendall, 2015). This study investigated the relationship between application of critical skills within an immersive simulation environment and 26 school or district leaders’ perceptions of self-efficacy in leading a professional learning community (PLC). Two overarching themes materialized from participants: improved general confidence in leading a PLC, and a sense of refined or expanded skills in the context of new approaches to leading PLC. Further studies are needed on the use of immersive simulation as a pedagogical tool and to examine impact for educational leadership practitioners.

Research suggests effective immersive simulations that rely on augmented reality enhance teachers’ self-efficacy and skills (Badiee & Kauffman, 2015). However, there is a gap in the literature as studies have largely ignored their uses in educational leadership programs (Bradley & Kendall, 2015). This study investigated the relationship between application of critical skills within an immersive simulation environment and 26 school or district leaders’ perceptions of self-efficacy in leading a professional learning community (PLC). Two overarching themes materialized from participants: improved general confidence in leading a PLC, and a sense of refined or expanded skills in the context of new approaches to leading PLC. Further studies are needed on the use of immersive simulation as a pedagogical tool and to examine impact for educational leadership practitioners.