Gender-Based Multigroup Analysis on the Mediating Role of Online Learning Self Efficacy to The Influence of Academic Interaction to Student Engagement

Wisnu Prajogo, Ronowati Tjandra, Fachmi Pachlevi Yandra, Ratna Puji Astuti


All schools and Universities in Indonesia have to implement online learning due to covid19 issue. This article examines gender as group moderator to the mediating role of online learning self efficacy (OLSE) to the influence of academic interaction to student engagement in e-learning system in Indonesia. This uses higher order construct of academic interaction comprising student-student  interaction (SSI) and student-lecturer interaction (SLI), and also higher order construct of student engagement comprising agentic (AE), emotional (EE), cognitive (CE), and behavioral (BE) engagement.  378 students from several online classes participated in this research. This research found that academic interaction has positive influence to student engagement, academic interaction has positive influence to students’ online learning self efficacy, and students’ online learning self efficacy has positive influence to student engagement. This research also found that online learning self efficacy partially mediates the influence of academic interaction to student engagement and gender moderates all relationships in the research  model.


student engagement; online learning self efficacy; academic interaction

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