Impact of Organizational Support on Students' Information and Communication Technology Self-Efficacy, Engagement, and Satisfaction in a Blended Learning Environment: An Empirical Study

Numerous studies on blended learning have mentioned the positive impact of social support on students' attitudes and behaviors. However, organizational support is also crucial and should not be ignored. Therefore, this study examined the relationships between organizational support, information and communication technology (ICT) self-efficacy, student engagement, and student satisfaction in a blended learning environment. A questionnaire survey was conducted on 245 students in China and validated with the structural equation model (SEM). The results showed that organizational support positively predicted perceived usefulness (PU) but was not significantly associated with student engagement; student engagement was positively predicted by PU and ICT self-efficacy; student satisfaction was positively predicted by ICT self-efficacy and student engagement; ICT self-efficacy complete mediated engagement, with the proportion of the indirect effect being 95.78%, and student engagement complete mediated student satisfaction, with the proportion of the indirect effect being 53.85%. Guidelines were proposed for higher education institutions to provide organizational support, increase students' ICT self-efficacy, and improve student engagement and satisfaction in blended learning via various programs. Impact of Organizational Support on Students' ICT Self-Efficacy, Engagement, and SatisfactionNumerous studies on blended learning have mentioned the positive impact of social support on students' attitudes and behaviors. However, organizational support is also crucial and should not be ignored. Therefore, this study examined the relationships between organizational support, information and communication technology (ICT) self-efficacy, student engagement, and student satisfaction using SEM in a blended learning environment. This proposed model focuses on examining the effects of systematic organizational support from higher education institutions on students' intrinsic and extrinsic motivation for blended learning. This study extends previous research on the effects of OSBL on students' attitudes and behaviors and has theoretical and practical significance, especially for providing systematic organizational support of higher education institutions. Guidelines were proposed for higher education institutions to provide organizational support, increase students' ICT self-efficacy, and improve student engagement and satisfaction in blended learning via various programs.