Articles

Exploring the Relationship Self-Efficacy, Academic Achievement, Perceived Behavioral Control, and Student’s Sustainable Behavior: An Empirical Study

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This study investigates the relationship between self-efficacy, academic achievement, perceived behavioral control (PBC), and sustainable behavior among students in an educational context. Self-efficacy refers to individuals’ belief in their ability to succeed in academic tasks, while PBC pertains to individuals’ perception of their control over their behavior. Sustainable behavior of students encompasses actions that support sustainable learning and environment. The study includes a sample of students from different educational levels and collects data through surveys to measure self-efficacy, PBC, sustainable behavior, and academic achievement. The findings highlight the significant role of self-efficacy in predicting sustainable behavior, and sustainable behavior as a mediator between self-efficacy and academic achievement. Additionally, PBC has an influence on both self-efficacy and sustainable behavior of students. These findings contribute to a better understanding of the psychological factors related to improved academic achievement. The practical implications of this study provide insights for educators and policymakers to develop strategies that enhance self-efficacy, PBC, and sustainable behavior among students, ultimately leading to enhanced academic achievement.

The Adoption of Blended Learning as an Emerging Mode of Learning among EFL Students: Current Challenges and Future Directions

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Blended learning is one of the well-known concepts that has emerged as a result of the significant impact that technology has had on learning and teaching. The latter has created obstacles that have greatly influenced learning while also bringing new opportunities to learn from. In order to ascertain students’ perceptions of this type of learning and weigh the advantages and disadvantages to ensure best practices that support the quality of online learning, the current study was conducted among EFL students at three Moroccan universities (Dhar Mehraz University, Sais University, and Moulay Ismail University). 304 EFL students who successfully completed an online survey were included in the study. According to the quantitative and qualitative data collected, it was found that EFL students are thrilled with this approach to learning as they are prepared to switch from traditional learning to blended learning due to its benefits, such as self-paced learning, increased student engagement, flexibility, and cost effectiveness. The findings also indicated that EFL students encounter several difficulties while employing blended learning, which include procrastination, distraction, content overload, technical issues, and plagiarism.