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A cross-sectional survey involved 1,630 students from a state university during the 2017-2018 spring term. Structural equation modeling was used, and fit indices met acceptable levels. Results show that online self-efficacy beliefs significantly affect social presence perceptions, epistemological beliefs, and conceptions of teaching and learning.",{"@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":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/examining-the-relationships-among-self-efficacy-social-presence-and-learning-beliefs-distance-learning-study/593050/",{"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/examining-the-relationships-among-self-efficacy-social-presence-and-learning-beliefs-distance-learning-study/593050.png","ImageObject",300,407,{"name":92,"@type":93},"Aran","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What relationships does the study examine in online distance learning?","Question",{"text":112,"@type":113},"It examines relationships among online self-efficacy beliefs, social presence in online environments, epistemological beliefs, and teaching-learning conceptions of university students.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the study designed and what was the participant sample?",{"text":117,"@type":113},"The study used a cross-sectional survey with 1,630 university students from a state university during the 2017-2018 academic year spring term.",{"name":119,"@type":110,"acceptedAnswer":120},"What key findings link online self-efficacy to other variables?",{"text":121,"@type":113},"Students’ online self-efficacy beliefs affect their social presence perceptions, epistemological beliefs, and their teaching and learning conceptions, and the observed relationships are significant.","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},593050,1792295695,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":31,"preview_page_count":4},137455076865,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Examining the Relationships among Self-Efficacy, Social Presence and  \nLearning Beliefs  \nNuh Yavuzalp, Eralp Bahcivan  \nAbstract: The aim of this study is to analyze the relationships among online self-efficacy beliefs, social presence in online environments, epistemological beliefs and teaching-learning conceptions of university students taking campus-based courses via distance learning. In line with this aim, by considering the related literature, a structural equation model was proposed which, then, was analyzed and discussed in light of the literature. A cross-sectional survey design guided the study. A total of 1,630 university students from a state university participated in the study during the spring term of the 2017- 2018 academic year. An online self-efficacy scale, a social presence scale for e-learning environments, an epistemological beliefs scale and a teaching-learning conceptions scale were used as data collection tools in the study. The fit indices obtained in the analyses were observed at acceptable levels. The research findings revealed that the university students’ online self-efficacy beliefs had an effect on their social presence perceptions, epistemological beliefs and conceptions of teaching and learning. Similar to the previous studies, the observed relationships were significant. Supporting students’ levels of social presence to increase students’ academic achievement was recommended considering the results.  \nKeywords: Online self-efficacy, social presence, epistemological beliefs, teaching-learning conceptions, structural equation model.  \nHighlights  \nWhat is already known about this topic:  \n• there are a number of factors affecting students’ success and efficiency in e-learning environments.  \n• revealing relationships among students’ online self-efficacy, social presence, epistemological beliefs, and teaching-learning conceptions is important for a better distance learning environment.  \nWhat this paper contributes:  \n• university students’ online self-efficacy beliefs had a positive effect on their epistemological beliefs.  \n• university students’ online self-efficacy beliefs were observed to significantly predict their teaching-learning conceptions.  \nImplications for theory, practice and/or policy:  \n• increasing students’ levels of social presence also contributes to their academic success.  \n• preparing different online learning environments aimed at increasing students’ levels of selfefficacy can enable the consolidation of positive experiences in this area.  \n• it is considered that the addition of various cultural variables to studies in this field can contribute to the formation of a more holistic point of view.  \nIntroduction  \nAs in the rest of the world, the variety of distance learning programs and the number of people utilizing these programs is constantly increasing in Turkey. Campus-based common compulsory courses are conducted via distance learning at universities. That is in the higher education system of Turkey, certain must courses (Principles of Atatürk and History of Turkish Revolution, Foreign Language, and Turkish Language) were taken by students from all departments via distance learning. These courses are called campus-based distance learning courses. In this context, a number of studies examining the success and effectiveness of online learning have been conducted (Alqurashi , 2019; Cidral et al. , 2018; Joo et al. , 2013; Martin et al. , 2010; Panigrahi et al. , 2018; Tu , 2002; Tu & Corry, 2002; Tu & McIsaac, 2002; Wu et al. , 2010;) . Stating that information sources had changed hands and that individuals’ dependence on external sources for accessing information had decreased, Bozkurt (2015) pointed out that the learning-teaching act has exited the monopoly of traditional education systems and that, through the opportunities offered by information and communication technologies, learning has become a process that continues throughout life. One result of this is tha","cbCaimP2UxndWxS7","https://ap.wps.com/l/cbCaimP2UxndWxS7","pdf",420857,"English","# Abstract\n# Introduction\n## Background on distance learning in Turkey\n## Rationale and research focus\n# Highlights\n## What is already known\n## What this paper contributes\n## Implications for theory, practice and/or policy","[{\"question\":\"What relationships does the study examine in online distance learning?\",\"answer\":\"It examines relationships among online self-efficacy beliefs, social presence in online environments, epistemological beliefs, and teaching-learning conceptions of university students.\"},{\"question\":\"How was the study designed and what was the participant sample?\",\"answer\":\"The study used a cross-sectional survey with 1,630 university students from a state university during the 2017-2018 academic year spring term.\"},{\"question\":\"What key findings link online self-efficacy to other variables?\",\"answer\":\"Students’ online self-efficacy beliefs affect their social presence perceptions, epistemological beliefs, and their teaching and learning conceptions, and the observed relationships are significant.\"}]","Examining the Relationships among Self-Efficacy, Social Presence and Learning Beliefs - Distance Learning Study | PDF",1792076495]