Grit and Self-Efficacy in Using E-Learning Among Postgraduates in Higher Education Institutions

References

• Abbad, M. M., Morris, D., & de Nahlik, C. (2009). Looking under the bonnet: Factors affecting student adoption of e-learning systems in Jordan. The International Review of Research in Open and Distributed Learning, 10(2), 1–25. https://doi.org/10.19173/irrodl.v10i2.596
   Web of Science ®Google Scholar
• Abdullah, F., Ward, R., & Ahmed, E. (2016). Investigating influence of the most commonly used external variables of TAM on students’ Perceived Ease of Use (PEOU) and Perceived Usefulness (PU) of E-Portfolios. Computers in Human Behavior, 63(C), 75–90. https://doi.org/10.1016/j.chb.2016.05.014
   Google Scholar
• Albayrak, D., & Yildirim, Z. (2015). Using social networking sites for teaching and learning: Students’ Involvement in and acceptance of facebook Õ as a course management system. Journal of Educational Computing Research, 52(2), 155–179. https://doi.org/10.1177/0735633115571299
   Web of Science ®Google Scholar
• Allen, I. E., & Seaman, J. (2017). Digital learning compass: Distance education enrollment report 2017. Babson Survey Research Group.
   Google Scholar
• Aparicio, M., Bacao, F., & Oliveira, T. (2017). Grit in the path to E-learning success. Computers in Human Behavior, 66, 388–399. https://doi.org/10.1016/j.chb.2016.10.009
   Web of Science ®Google Scholar
• Basri, B. H., Alandejani, J. A., & Almadani, F. M. (2018). ICT adoption impact on students’ academic performance: Evidence from Saudi Universities. Education Research International, 2018, 1–9. https://doi.org/10.1155/2018/1240197
   Web of Science ®Google Scholar
• Bazelais, P., Lemay, D. J., & Doleck, T. (2016). How does grit impact students’ academic achievement in science? European Journal of Science and Mathematics Education, 4(1), 33–43.
   Google Scholar
• Bazelais, P., Lemay, D. J., & Doleck, T. (2018). Examining the link between prior achievement in secondary education and performance in college: Using data from pre-university physics courses. Journal of Formative Design in Learning, 2(2), 114–120. https://doi.org/10.1007/s41686-018-0020-x
   Web of Science ®Google Scholar
• Butz, A. R., & Usher, E. L. (2015). Salient sources of early adolescents’ self-efficacy in two domains. Contemporary Educational Psychology, 42, 49–61. https://doi.org/10.1016/j.cedpsych.2015.04.001
   Web of Science ®Google Scholar
• Chang, H. J., & Chompoonut, S. (2017). The examination of psychological factors and social norms affecting body satisfaction and self-esteem for College Students. Family and Consumer Sciences Research Journal, 45(4), 422–437. https://doi.org/10.1111/fcsr.12220
   Web of Science ®Google Scholar
• Chang, W. (2014). Grit and academic performance: Is being grittier better? [Unpublished doctoral dissertation]. University of Miami, Florida. https://scholarlyrepository.miami.edu/cgi/viewcontent.cgi?article=2319&context=oa_dissertations
   Google Scholar
• Cho, M. H., & Shen, D. (2013). Self-regulation in online learning. Distance Education, 34(3), 290–301. https://doi.org/10.1080/01587919.2013.835770
   Web of Science ®Google Scholar
• Chung, J., Robins, R., Trzesniewski, K., Noftle, E., Roberts, B., & Widaman, K. (2014). Continuity and change in self-esteem during emerging adulthood. Journal of Personality and Social Psychology, 106(3), 469. https://doi.org/10.1037/a0035135
   Google Scholar
• Cohen, L. M., Manion, L., & Morrison, K. (2000). Research methods in education. British Journal of Educational Studies, 55, 388. https://doi.org/10.1111/j.1467-8527.2007.00388_4.x
   Google Scholar
• Credé, M., Tynan, M., & Harms, P. D. (2017). Much ado about grit: A meta-analytic synthesis of the grit literature. Journal of Personality and Social Psychology, 113(3), 492–511. https://doi.org/10.1037/pspp0000102
   PubMed Web of Science ®Google Scholar
• Crippen, K. J., Biesinger, K. D., Muis, K. R., Orgill, M. (2009). The role of goal orientation and self-efficacy in learning from web-based worked examples. Journal of Interactive Learning Research 20(4), 385–403. https://www.learntechlib.org/primary/p/28350/
   Google Scholar
• Cross, T. M. (2014). The gritty: Grit and non-traditional doctoral student success. The Journal of Educators Online, 11(3), n3. https://doi.org/10.9743/JEO.2014.3.4
   Google Scholar
• Dağhan, G., & Akkoyunlu, B. (2016). Modeling the continuance usage intention of online learning environments. Computers in Human Behavior, 60, 198–211. https://doi.org/10.1016/j.chb.2016.02.066
   Web of Science ®Google Scholar
• Datu, J. A. D., Yuen, M., & Chen, G. (2017). Grit and determination: A review of literature with implications for theory and research. Journal of Psychologists and Counsellors in Schools, 27(2), 168–176. https://doi.org/10.1017/jgc.2016.2
   Web of Science ®Google Scholar
• Doménech-Betoret, F., Gómez-Artiga, A., & Lloret-Segura, S. (2014). Personal variables, motivation and avoidance learning strategies in undergraduate students. Learning and Individual Differences, 35, 122–129. https://doi.org/10.1016/j.lindif.2014.06.007
   Web of Science ®Google Scholar
• Duane, A., O’Reilly, P., & Andreev, P. (2014). Realising M-Payments: Modelling consumers’ willingness to m-pay using smart phones. Behaviour & Information Technology, 33(4), 318–334. https://doi.org/10.1080/0144929X.2012.745608
   Web of Science ®Google Scholar
• Duckworth, A. L., Kirby, T. A., Tsukayama, E., Berstein, H., & Ericsson, K. A. (2011). Deliberate practice spells success. Social Psychological and Personality Science, 2(2), 174–181. https://doi.org/10.1177/1948550610385872
   Web of Science ®Google Scholar
• Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: Perseverance and passion for longterm goals. Journal of Personality and Social Psychology, 92(6), 1087–1101. https://doi.org/10.1037/0022-3514.92.6.1087
   PubMed Web of Science ®Google Scholar
• Duckworth, A. L., & Quinn, P. D. (2009). Development and validation of the short grit scale (grit-s). Journal of Personality Assessment, 91(2), 166–174. https://doi.org/10.1080/00223890802634290
   PubMed Web of Science ®Google Scholar
• Eskreis-Winkler, L., Shulman, E. P., Beal, S. A., & Duckworth, A. L. (2014). The grit effect: Predicting retention in the military, the workplace, school and marriage. Frontiers in Psychology, 5, 36. https://doi.org/10.3389/fpsyg.2014.00036
   PubMed Web of Science ®Google Scholar
• Fathema, N., Shannon, D., & Ross, M. (2015). Expanding the Technology Acceptance Model (TAM) to Examine Faculty Use of Learning Management Systems (LMSs) in higher education institutions. MERLOT Journal of Online Learning and Teaching, 11(2), 210–232. Retrieved from http://creativecommons.org/licenses/by-nc-sa/3.0/us
   Google Scholar
• Faul, F., Erdfelder, E., Buchner, A., & Lang, A. G. (2009). Statistical power analyses using G*Power 3.1: Tests for correlation and regression analyses. Behavior Research Methods, 41(4), 1149–1160. https://doi.org/10.3758/BRM.41.4.1149
   PubMed Web of Science ®Google Scholar
• Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39–50. https://doi.org/10.2307/3151312
   Web of Science ®Google Scholar
• Franke, G., & Sarstedt, M. (2019). Heuristic versus statistics in discriminant validity testing: A comparison of four procedures. Internet Research, 29(3), 430–447. https://doi.org/10.1108/IntR-12-2017-0515
   Web of Science ®Google Scholar
• Gębka, B. (2014). Psychological determinants of university students’ academic performance: An empirical study. Journal of Further and Higher Education, 38(6), 813–837. https://doi.org/10.1080/0309877X.2013.765945
   Google Scholar
• Gefen, D., Straub, D., & Boudreau, M. C. (2000). Communications of the association for information systems structural equation modeling and regression: Guidelines for research practice. Communications of the Association for Information Systems, 4(October), 7. http://aisel.aisnet.org/cais%5Cnhttp://aisel.aisnet.org/cais/vol4/iss1/7
   Google Scholar
• Global Industries Analysts. (2012). Retrieved from: https://www.marketresearch.com/Global-Industry-Analysts-v1039/
   Google Scholar
• Gold, A. H., Malhotra, A., & Segars, A. H. (2001). Knowledge management: An organizational capabilities perspective. Journal of Management Information Systems, 18(1), 185–214. https://doi.org/10.1080/07421222.2001.11045669
   Web of Science ®Google Scholar
• Hair, J. F., Ringle, C. M., Hult, G. T., & Sarstedt, M. (2017). A primer on partial least squares structural equation modeling (PLS-SEM). SAGE Publications.
   Google Scholar
• Hair, J. F., Ringle, C. M., & Sarstedt, M. (2011). PLS-SEM: Indeed a silver bullet. Journal of Marketing Theory and Practice, 19(2), 139–152. https://doi.org/10.2753/MTP1069-6679190202
   Google Scholar
• Hair, J. F., Ringle, C. M., & Sarstedt, M. (2013). Partial least squares structural equation modeling: Rigorous applications. Long Range Planning, 46(1–2), 1–12. https://doi.org/10.1016/j.lrp.2013.01.001
   Web of Science ®Google Scholar
• Henseler, J., Ringle, C. M., & Sarstedt, M. (2016). Testing measurement invariance of composites using partial least squares. International Marketing Review, 33(3), 405–431. https://doi.org/10.1108/IMR-09-2014-0304
   Web of Science ®Google Scholar
• Hock, M., Clauss, T., & Schulz, E. (2016). The impact of organizational culture on a firm’s capability to innovate the business model. R&D Management, 46(3), 433–450. https://doi.org/10.1111/radm.12153
   Web of Science ®Google Scholar
• Hwang, M. H., Lim, H. J., & Ha, H. S. (2018). Effects of grit on the academic success of adult female students at Korean Open University. Psychological Reports, 121(4), 705–725. https://doi.org/10.1177/0033294117734834
   PubMed Web of Science ®Google Scholar
• Islam, A. K. M. N., & Azad, N. (2015). Satisfaction and continuance with a learning management system. The International Journal of Information and Learning Technology, 32(2), 109–123. https://doi.org/10.1108/IJILT-09-2014-0020
   Web of Science ®Google Scholar
• Ivcevic, Z., & Brackett, M. (2014). Predicting school success: Comparing conscientiousness, grit, and emotion regulation ability. Journal of Research in Personality, 52, 29–36. https://doi.org/10.1016/j.jrp.2014.06.005
   Web of Science ®Google Scholar
• Joo, Y. J., Bong, M., & Choi, H. J. (2000). Self-efficacy for self-regulated learning, academic self-efficacy, and internet self-efficacy in web-based instruction. Educational Technology Research and Development, 48(2), 5–17. https://doi.org/10.1007/BF02313398
   Web of Science ®Google Scholar
• Kline, R. B. (2011). Principles and practices of structural equation modeling (2nd ed.). Guilford.
   Google Scholar
• Kock, N., & Lynn, G. S. (2012). Lateral collinearity and misleading results in variance-based SEM: An ilustration and recommendations. Journal of the Association for Information Systems, 13(7), 546–580. https://www.scriptwarp.com/warppls/pubs/Kock_Lynn_2012.pdf https://doi.org/10.17705/1jais.00302
   Web of Science ®Google Scholar
• Lin, Y. H., Lin, Y. C., Lee, Y. H., Lin, P. H., Lin, S. H., Chang, L. R., Tseng, H. W., Yen, L. Y., Yang, C. C., & Kuo, T. B. (2015). Time distortion associated with smartphone addiction: Identifying smartphone addiction via a mobile application (App). Journal of Psychiatric Research, 65, 139–145. https://doi.org/10.1016/j.jpsychires.2015.04.003
   PubMed Web of Science ®Google Scholar
• Lwoga, E. T., & Komba, M. (2015). Antecedents of continued usage intentions of web-based learning management system in Tanzania. Education and Training, 57(7), 738–756. https://doi.org/10.1108/ET-02-2014-0014
   Google Scholar
• Maloney, S., Haas, R., Keating, J. L., Molloy, E., Jolly, B., Sims, J., Morgan, P., & Haines, T. (2011). Effectiveness of web-based versus face-to-face delivery of education in prescription of falls-prevention exercise to health professionals: Randomized trial. Journal of Medical Internet Research, 13(4), e116. https://doi.org/10.2196/jmir.1680
   PubMed Web of Science ®Google Scholar
• McGill, T. J., Klobas, J. E., & Renzi, S. (2014). Critical success factors for the continuation of E-learning initiatives. The Internet and Higher Education, 22, 24–36. https://doi.org/10.1016/j.iheduc.2014.04.001
   Web of Science ®Google Scholar
• Ministry of Higher Education. (2017). Higher Education Statistics 2017. Retrieved from: https://www.mohe.gov.my/en/download/awam/statistik/2017-3/470-statistik-pendidikan-tinggi-2017-bab-2-universiti-awam/file
   Google Scholar
• Mohammadyari, S., & Singh, H. (2015). Understanding the effect of e-learning on individual performance: The role of digital literacy. Computers & Education, 82, 11–25. https://doi.org/10.1016/j.compedu.2014.10.025
   Web of Science ®Google Scholar
• Muenks, K., Wigfield, A., Yang, J. S., & O’Neal, C. R. (2017). How true is grit? Assessing its relations to high school and college students’ personality characteristics, self-regulation, engagement, and achievement. Journal of Educational Psychology, 109(5), 599–620. https://doi.org/10.1037/edu0000153
   Web of Science ®Google Scholar
• Nelson, S. M. (2016). Grit, student engagement, and academic performance at a historically black community college [Doctoral Dissertation]. https://scholarlyrepository.miami.edu/cgi/viewcontent.cgi?referer=https://www.google.ca/&httpsredir=1&article=2319&context=oa_dissertations
   Google Scholar
• Noesgaard, S. S., & Ørngreen, R. (2015). The effectiveness of E-learning: An explorative and integrative review of the definitions, methodologies and factors that promote e-learning effectiveness. The Electronic Journal of eLearning, 13(4), 278–290. https://eric.ed.gov/?id=EJ1062121
   Web of Science ®Google Scholar
• Novo-Corti, I., Varela-Candamio, L., & Ramil-Díaz, M. (2013). E-learning and face to face mixed methodology: Evaluating effectiveness of E-learning and perceived satisfaction for a microeconomic course using the moodle platform. Computers in Human Behavior, 29(2), 410–415. https://doi.org/10.1016/j.chb.2012.06.006
   Web of Science ®Google Scholar
• Oye, N. D., A. Iahad, N., & Ab. Rahim, N. (2014). The history of UTAUT model and its impact on ICT acceptance and usage by academicians. Education and Information Technologies, 19(1), 251–270. https://doi.org/10.1007/s10639-012-9189-9
   Google Scholar
• Pallant, J. (2010). SPSS survival manual: A step by step guide to data analysis using the SPSS Program (4th ed.). McGraw Hill.
   Google Scholar
• Petter, S., DeLone, W., & McLean, E. R. (2013). Information systems success: The quest for the independent variables. Journal of Management Information Systems, 29(4), 7–95. https://doi.org/10.2753/MIS0742-1222290401
   Web of Science ®Google Scholar
• Ramayah, T., Cheah, J. H., Chuah, F., Ting, H., & Memon, M. A. (2018). Partial Least Squares Structural Equation Modeling (PLS-SEM) using SmartPLS 3.0: An updated and practical guide to statistical analysis. Pearson Malaysia Sdn Bhd.
   Google Scholar
• Rönkkö, M., & Ylitalo, J. (2011). PLS Marker variable approach to diagnosing and controlling for method variance. Conference: Proceedings of the International Conference on Information Systems, ICIS 2011, Shanghai, China, December 4-7, 2011. https://www.researchgate.net/publication/221598872_PLS_marker_variable_approach_to_diagnosing_and_controlling_for_method_variance
   Google Scholar
• Ruch, W., Weber, M., Park, N., & Peterson, C. (2014). Character strengths in children and adolescents: reliability and initial validity of the German values in action inventory of strengths for youth (German VIA-youth). European Journal of Psychological Assessment, 30(1), 57–64. https://doi.org/10.1027/1015-5759/a000169
   Web of Science ®Google Scholar
• Schunk, D. H., & DiBenedetto, M. K. (2016). Self-efficacy theory in education. In K. R. Wentzel & D. B. Miele (Eds.), Handbook of motivation at school (2nd ed., pp. 34–52). Routledge.
   Google Scholar
• Sekaran, U., & Bougie, R. (2016). Research methods for business: A skill-building approach (7th ed.). John Wiley and Sons.
   Google Scholar
• Serevina, V. (2017). Implementation of experience based learning strategies to increase senior high school’s student learning outcomes. 29th IBIMA conference. https://ibima.org/accepted-paper/implementation-of-experience-based-learning-strategies-to-increase-senior-high-schools-student-learning-outcomes/
   Google Scholar
• Stajkovic, A. D., Bandura, A., Locke, E. A., Lee, D., & Sergent, K. (2018). Test of three conceptual models of influence of the big five personality traits and self-efficacy on academic performance: A meta-analytic path-analysis. Personality and Individual Differences, 120, 238–245. https://doi.org/10.1016/j.paid.2017.08.014
   Web of Science ®Google Scholar
• Strayhorn, T. (2014). What role does grit play in the academic success of black male collegians at predominantly white institutions? Journal of African American Studies, 18(1), 1–10. https://doi.org/10.1007/s12111-012-9243-0
   Google Scholar
• Teo, T., & van Schaik, P. (2012). Understanding the intention to use technology by preservice teachers: an empirical test of competing theoretical models. International Journal of Human-Computer Interaction, 28(3), 178–188. https://doi.org/10.1080/10447318.2011.581892
   Web of Science ®Google Scholar
• Wolters, C. A., & Hussain, M. (2015). Investigating grit and its relations with ccollege students’ self-regulated learning and academic achievement. Metacognition and Learning, 10(3), 293–311. https://doi.org/10.1007/s11409-014-9128-9
   Web of Science ®Google Scholar
• Yadav, R., & Pathak, G. S. (2016). Young consumers’ intention towards buying green products in a developing nation: Extending the theory of planned behavior. Journal of Cleaner Production, 135, 732–739. https://doi.org/10.1016/j.jclepro.2016.06.120
   Web of Science ®Google Scholar
• Yi, Y. J., You, S., & Bae, B. J. (2016). The influence of smartphones on academic performance: The development of the technology-to-performance chain model. Library Hi Tech, 34(3), 480–499. https://doi.org/10.1108/LHT-04-2016-0038
   Web of Science ®Google Scholar
• Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25(1), 82–91. https://doi.org/10.1006/ceps.1999.1016
   PubMed Web of Science ®Google Scholar