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All Journal Journal on English as a Foreign Language (JEFL) ABDIMAS SILIWANGI Journal of Leadership in Organizations Al-Ikhtibar : Jurnal Ilmu Pendidikan Journal of English Teaching and Learning Issues Tunas Nusantara JagoMIPA: Jurnal Pendidikan Matematika dan IPA Journal Of Human And Education (JAHE) Lambda: Jurnal Ilmiah Pendidikan MIPA dan Aplikasinya GENFABET: Jurnal Pendidikan Dasar
Muzakki, Muhammad Alie
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Exploring Multidimensional Relationships between Educational Situation Perception, Teacher Support, Digital Learning Engagement, and Academic Self-Efficacy in Elementary School Putri, Dita Amelia; Muzakki, Muhammad Alie
GENFABET: Generasi Pendidikan Dasar Vol. 2 No. 2 (2026): GENFABET: Generasi Pendidikan Dasar
Publisher : CV. Akademi Merdeka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70152/genfabet.v2i2.345

Abstract

This study examines the structural relationships among students’ perceptions of the learning environment, perceived teacher support, academic self-efficacy, and students’ engagement in digital learning in elementary school digital learning contexts. A quantitative survey approach was employed, and the data were analyzed using Partial Least Squares-Structural Equation Modeling (PLS-SEM). The findings reveal that academic self-efficacy significantly predicts students’ participation in digital learning activities. Teacher support significantly contributes to strengthening academic self-efficacy and indirectly influences digital learning engagement through the improvement of students’ academic confidence. In contrast, educational situation perception does not show a significant direct relationship with either academic self-efficacy or digital learning engagement. The sequential mediation pathway involving teacher support and academic self-efficacy is statistically confirmed. The model demonstrates satisfactory explanatory power and predictive relevance. The results suggest that psychologically driven factors supported by effective pedagogical practices play a more central role in fostering students’ digital engagement than contextual perceptions operating independently. These findings highlight the mediating role of academic self-efficacy within the multidimensional framework tested in this study.
Co-Authors Aldha Williyan Aprilia Riyana Putri Aprilia Riyana Putri Dita Amelia Putri, Dita Amelia Efendi, Abdullah Farouk Imam Arrasyid, Farouk Imam Hamidaturrohmah, Hamidaturrohmah Husni Mubarok Muhammad Jagad Chakim Nina Sofiana Niswah, Nihlatun Putri, Aprilia Riyana Syailin Nichla Choirin Attalina Teguh Tamrin Widiyono, Aan Wulanda, Ferdina Hayuning Zaiyar, Muhammad Zumrotun, Erna