Influence of Self-Efficacy and Peer Support: A Continuation Study on MM Program Graduate Students for SDG’s

Abstract

Objective: This research aims to analyze the influence of self-efficacy and peer support on learning enthusiasm and digital competence in online distance learning, continuing previous research with a focus on Sustainable Development Goals (SDGs).   Theoretical Framework: The study is grounded in social cognitive theory (SCT), which posits that individuals' belief in their abilities (self-efficacy) and peer support play crucial roles in their learning behavior and digital competence development.   Method: A quantitative approach was used, with data collected from 312 students and alumni of the Open University Graduate School from March 12, 2024, to October 12, 2024, during the second year of their community’s formation. Respondents, all working professionals, were selected via purposive sampling. Data were analyzed using SEM-AMOS.   Results and Discussion: The findings indicate that self-efficacy does not significantly impact learning enthusiasm, while peer support has a positive influence. However, neither self-efficacy, peer support, nor learning enthusiasm significantly impacts digital competence. These results highlight the importance of peer support in fostering learning enthusiasm, which may suggest a focus on community-building initiatives in digital learning environments.   Research Implications: Enhancing peer support systems in online learning could improve students' learning performance and contribute to SDGs by equipping learners with essential skills for digital economies.   Originality/Value: This study continues previous research in higher-education with Online Distance Learning (ODL) by applying SEM-AMOS analysis to examine the role of self-efficacy and peer support in the evolving digital education landscape, with a focus on SDGs.