Underscoring the Relevance of Self-Efficacy Distance Learners Academic Performance: The Theoretical and Empirical Evidence

dc.contributor.author	Bello, S.A.
dc.contributor.author	Oladejo, M.A.
dc.date.accessioned	2019-10-23T14:00:54Z
dc.date.available	2019-10-23T14:00:54Z
dc.date.issued	2017
dc.description	Staff Publication	en_US
dc.description.abstract	In recent times, Ergul (2004) observed that distance learning now moves from a marginal to _an integral role in overall educational provision. In doing this distance learning demands much on the part of distance learners. This is because in the distance learning system, learning is more personal and responsibility is more on the shoulders of the students. Therefore, it is expected of distance learners to possess positive self-efficacy beliefs of the programme for them to be able operform well in their academic pursuits. For this reason, determining the relevance of this type of characteristics of students in distance education it is extremely important to be able to assist them in their academic work. In fact, a combination of cognitive style, personality characteristics an.d self expectations is asserted to be able to predict student performance in distance education	en_US
dc.identifier.uri	https://ir.unilag.edu.ng/handle/123456789/6466
dc.language.iso	en	en_US
dc.subject	Underscoring	en_US
dc.subject	Self-efficacy	en_US
dc.subject	Distance Learners	en_US
dc.subject	Academic Performance	en_US
dc.title	Underscoring the Relevance of Self-Efficacy Distance Learners Academic Performance: The Theoretical and Empirical Evidence	en_US
dc.type	Book chapter	en_US

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