Academic self-efficacy, online self-efficacy, and fixed and faded scaffolding in computer-based learning environments

Sonia Triana-Vera; Omar López-Vargas

doi:10.30935/cedtech/16030

Sonia Triana-Vera ¹ ^* , Omar López-Vargas ²

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CONT ED TECHNOLOGY, Volume 17, Issue 2, Article No: ep570

https://doi.org/10.30935/cedtech/16030

Submitted: 10 September 2024, Published Online: 22 February 2025

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Abstract

This research aimed to determine the effects of motivational scaffolding and adaptive scaffolding on academic and online self-efficacy in learners interacting with a multimedia learning environment within the field of technology. The study involved 146 students from four tenth-grade classes at a public institution in the municipality of Soacha (Cundinamarca-Colombia). The research followed a quasi-experimental design with two independent variables: (1) motivational scaffolding (static and faded by the student) and (2) adaptive scaffolding (fixed and differentiated), it also included two dependent variables; academic and online self-efficacy. A factorial MANCOVA statistical analysis showed a significant interaction of adaptive scaffolding and motivational scaffolding on self-efficacy for online learning. There was also evidence that differential adaptive scaffolding had a substantial effect on academic and online self-efficacy. These findings suggest that the use of motivational and differential pedagogical and/or didactic strategies in virtual learning environments, which integrate scaffolding faded by the student, enhances learners’ personal judgments about their abilities to learn content within the field of technology.

Keywords: self-efficacy, motivational scaffolding, adaptive scaffolding, in computer-based learning environments

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Citation

Triana-Vera, S., & López-Vargas, O. (2025). Academic self-efficacy, online self-efficacy, and fixed and faded scaffolding in computer-based learning environments. Contemporary Educational Technology, 17(2), ep570. https://doi.org/10.30935/cedtech/16030

Triana-Vera, S., and López-Vargas, O. (2025). Academic self-efficacy, online self-efficacy, and fixed and faded scaffolding in computer-based learning environments. Contemporary Educational Technology, 17(2), ep570. https://doi.org/10.30935/cedtech/16030

Triana-Vera S, López-Vargas O. Academic self-efficacy, online self-efficacy, and fixed and faded scaffolding in computer-based learning environments. CONT ED TECHNOLOGY. 2025;17(2), ep570. https://doi.org/10.30935/cedtech/16030

Triana-Vera, Sonia, and Omar López-Vargas. "Academic self-efficacy, online self-efficacy, and fixed and faded scaffolding in computer-based learning environments". Contemporary Educational Technology 2025 17 no. 2 (2025): ep570. https://doi.org/10.30935/cedtech/16030

Triana-Vera, Sonia et al. "Academic self-efficacy, online self-efficacy, and fixed and faded scaffolding in computer-based learning environments". Contemporary Educational Technology, vol. 17, no. 2, 2025, ep570. https://doi.org/10.30935/cedtech/16030

Triana-Vera S, López-Vargas O. Academic self-efficacy, online self-efficacy, and fixed and faded scaffolding in computer-based learning environments. CONT ED TECHNOLOGY. 2025;17(2):ep570. https://doi.org/10.30935/cedtech/16030