Validation of self-efficacy questionnaire of online learning for students with disabilities in higher education

Author:

Gezer TubaORCID,Kim Stella Y.ORCID,Lee Othelia EunKyoungORCID

Funder

UNCC Teaching and learning.

Publisher

Springer Science and Business Media LLC

Subject

Education,General Computer Science

Reference36 articles.

1. Alamri, A., & Tyler-Wood, T. (2017). Factors affecting learners with disabilities–instructor interaction in online learning. Journal of Special Education Technology, 32(2), 59–69. https://doi: 1177/0162643416681497.

2. Alivernini, F., & Lucidi, F. (2008). The academic motivation scale (AMS): Factorial structure, invariance, and validity in the italian context. Testing Psychometrics Methodology in Applied Psychology, 15(4), 211–220. https://www.researchgate.net/publication/286683014.

3. Alqurashi, E. (2016). Self-efficacy in online learning environments: A literature review. Contemporary Issues in Education Research, 9(1), 45–52. https://doi.org/10.19030/cier.v9i1.9549.

4. Alqurashi, E. (2019). Predicting student satisfaction and perceived learning within online learning environments. Distance Education, 40(1), 133–148. https://doi.org/10.1080/01587919.2018.1553562.

5. American Educational Research Association, American Psychological Association, and National Council on Measurement in Education. (2014). Standards for educational and psychological testing. American Educational Research Association, American Psychological Association and National Council on Measurement in Education.

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