This study investigated college students’ personal choices for taking web-based courses and whether their self-efficacy for the course content and technological components would predict their performance in on-line sections of a class. Students (n=122) who enrolled because they enjoyed web-based learning environments or were curious about web courses had higher selfefficacy and better class performance than students who enrolled solely because of course availability. Data are also presented regarding the relationships between self-efficacy,on-line course activity,and the formation of cyber-learning communities. These results are discussed with regard to their implications for educational research and applications for web-based instruction. # 2002 Elsevier Science Ltd. All rights reserved.
['Alvin Y. Wang', 'Michael H. Newlin']
Predictors of Web-Student Performance: The Role of Self-Efficacy and Reasons for Taking an On-Line Class