Perceived self-efficacy in Virtual Environments d

Abstract

This article addresses the issue of self-efficacy as perceived by Bandura (1986) in the virtual learning environments of a bachelor's degree programme. A specially designed instrument, based on the concepts considered for this theoretical construct, was applied to 60 students who took the programme in the blearning mode. The aim of the research was to find out the students' perceptions of their own efficacy before and during the execution of their academic activities in virtual learning environments and in the context of the last stage of their initial training process.

The instrument invoked was constructed from eleven items, these involved the handling of the concepts already invoked and coined by Bandura (1986), with respect to perceived self-efficacy: optimism, self-esteem, self-regulation, quality of life, positive affect, perceived competence, resilient personality, task-centred coping, job satisfaction; depression and anxiety. Based on the data provided by the frequencies and percentages for each of the items, the results were analysed and discussed.

For virtual learning environments, it is essential to develop competences in students that provide them with the opportunity to face their academic tasks more successfully in distance education contexts and where study habits and attitudes are essential for the desirable exercise of academic autonomy, based on the development of self-management learning processes.