<![CDATA[Academic self-efficacy is often treated as general confidence, although educational psychology conceptualizes it as a task- and context-sensitive belief about one’s capability to organize and execute learning actions. This integrative review examines how self-efficacy shapes student engagement in digital and blended learning. Twenty-one traceable sources, including systematic reviews and empirical studies, were synthesized around behavioral, cognitive, emotional, and agentic engagement. Evidence indicates that self-efficacy is associated with persistence, strategy use, academic commitment, and willingness to participate, while teacher autonomy support and teaching presence can strengthen engagement partly through self-efficacy and self-regulated learning. Digital environments intensify this mechanism because students must manage technology, time, attention, and help-seeking with less continuous external structure. The review proposes a four-path instructional model: mastery experiences through calibrated tasks, visible progress and formative feedback, autonomy-supportive choice with structure, and explicit self-regulation scaffolds. Engagement should consequently be evaluated multidimensionally rather than inferred only from logins, clicks, or task completion. Strengthening self-efficacy requires evidence of successful learning, not motivational reassurance alone.]]>
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