[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-600451-105":59,"doc-detail-600451-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","academic-self-efficacy-online-self-efficacy-and-fixed-and-faded-scaffolding-in-computer-based-learning-environments","Academic self-efficacy, online self-efficacy, and fixed and faded scaffolding in computer-based learning environments","","Investigating computer-based learning environments, the study determines how motivational scaffolding and adaptive scaffolding affect learners’ academic self-efficacy and online self-efficacy. A quasi-experimental factorial MANCOVA analyzes 146 tenth-grade students from four classes in Soacha. Findings show a significant interaction between adaptive and motivational scaffolding for online learning, and evidence that differential adaptive scaffolding substantially improves both academic and online self-efficacy.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/academic-self-efficacy-online-self-efficacy-and-fixed-and-faded-scaffolding-in-computer-based-learning-environments/600451/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/academic-self-efficacy-online-self-efficacy-and-fixed-and-faded-scaffolding-in-computer-based-learning-environments/600451.png","ImageObject",300,407,{"name":92,"@type":93},"OmBimo","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main research aim of the study?","Question",{"text":112,"@type":113},"To determine the effects of motivational scaffolding and adaptive scaffolding on learners’ academic and online self-efficacy in computer-based multimedia learning environments.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the study conducted?",{"text":117,"@type":113},"The research used a quasi-experimental design with 146 tenth-grade students from four classes at a public institution in Soacha, and analyzed results using factorial MANCOVA.",{"name":119,"@type":110,"acceptedAnswer":120},"What did the results show about scaffolding and self-efficacy?",{"text":121,"@type":113},"There was a significant interaction between adaptive scaffolding and motivational scaffolding for online self-efficacy, and differential adaptive scaffolding had a substantial effect on both academic and online self-efficacy.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600451,1792167963,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090893581,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","OPEN ACCESS  \nResearch Article  \nContemporary Educational Technology, 2025, 17(2), ep570 ISSN: 1309-517X (Online)  \nAcademic self-efficacy, online self-efficacy, and fixed and faded scaffolding in computer-based learning environments  \nSonia Triana-Vera 1*  \n 0000-0002-6287-5609  \nOmar López-Vargas 2  \n 0000-0003-2298-6854  \n1 Secretaría de Educación, Soacha-Cundinamarca, COLOMBIA  \n2 Universidad Pedagógica Nacional, Bogotá, COLOMBIA  \n* Corresponding author: [strianav@manuelabeltransoacha.edu.co](strianav@manuelabeltransoacha.edu.co)  \nCitation: Triana-Vera, S., & López-Vargas, O. (2025) . Academic self-efficacy, online self-efficacy, and fixed and faded scaffolding in computer-based learning environments. Contemporary Educational Technology, 17(2), ep570.  \n[https://doi.org/10.30935/cedtech/16030](https://doi.org/10.30935/cedtech/16030)  \nARTICLE INFO ABSTRACT  \n\n| Received: 10 Sep 2024\u003Cbr>Accepted: 18 Jan 2025\u003Cbr>INTRODUCTION | This research aimed to determine the effects of motivational scaffolding and adaptive scaffolding on academic and online self-efficacy in learners interacting with a multimedia learning environment within the field of technology. The study involved 146 students from four tenth-grade classes at a public institution in the municipality of Soacha (CundinamarcaColombia) . The research followed a quasi-experimental design with two independent variables:(1) motivational scaffolding (static and faded by the student) and (2) adaptive scaffolding (fixed and differentiated), it also included two dependent variables; academic and online self-efficacy. A factorial MANCOVA statistical analysis showed a significant interaction of adaptive scaffolding and motivational scaffolding on self-efficacy for online learning. There was also evidence that differential adaptive scaffolding had a substantial effect on academic and online self-efficacy. These findings suggest that the use of motivational and differential pedagogical and/or didactic strategies in virtual learning environments, which integrate scaffolding faded by the student, enhances learners’ personal judgments about their abilities to learn content within the field of technology.\u003Cbr>Keywords: self-efficacy, motivational scaffolding, adaptive scaffolding, in computer-based learning environments |\n| --- | --- |\n\nUndoubtedly, computer-based learning environments have been increasingly recognized for their positive impact on education over the past few decades. These environments have the potential to facilitate and enhance teaching and learning processes across various educational levels and fields of knowledge (Azevedo et al., 2022; Lajoie & Azevedo, 2015; Tempelaar et al., 2012; Valencia-Vallejo et al., 2018) .  \nIndeed, learning environments often feature non-linear navigation and incorporate a variety of multimedia resources, such as videos, interactive activities, concept maps, and both graphical and textual information. Additionally, these environments may include simulations to reinforce concepts, learning management systems for creating, managing and delivering diverse educational content, databases and online resources for exploring specific topics. (Alomyan, 2004; Chen & Macredie, 2002; Mui, 2016) . These platforms are accessible from anywhere in the world, 24/7, effectively overcoming the time and space constraints associated with traditional learning processes.  \nSome researchers argue that the use of computational learning environments enhances the development of self-regulatory learning skills and learner performances (Azevedo et al., 2022; Greene et al., 2011; Lajoie & Azevedo, 2015; Zhang & Quintana, 2012) . These environments are also reported to have positive effects on  \nmotivation towards learning (Belland et al., 2013; Elford et al., 2022; Ollonen & Kangas, 2024; Sun et al., 2023; Valencia-Vallejo et al., 2018) . Similarly, studies indicate that these environments facilitate social interactions through collaborative work (Kaliisa et al., 202","cbCaib8rOvgNNvl4","https://ap.wps.com/l/cbCaib8rOvgNNvl4","pdf",459668,17,"English","# Introduction\n## Study aim and variables\n## Design and statistical analysis\n## Findings and implications","[{\"question\":\"What is the main research aim of the study?\",\"answer\":\"To determine the effects of motivational scaffolding and adaptive scaffolding on learners’ academic and online self-efficacy in computer-based multimedia learning environments.\"},{\"question\":\"How was the study conducted?\",\"answer\":\"The research used a quasi-experimental design with 146 tenth-grade students from four classes at a public institution in Soacha, and analyzed results using factorial MANCOVA.\"},{\"question\":\"What did the results show about scaffolding and self-efficacy?\",\"answer\":\"There was a significant interaction between adaptive scaffolding and motivational scaffolding for online self-efficacy, and differential adaptive scaffolding had a substantial effect on both academic and online self-efficacy.\"}]","Academic self-efficacy, online self-efficacy, and fixed and faded scaffolding in computer-based learning environments | PDF",1792090718,43]