Gender and year of degree as significant predictors showed evidence of suppression (i.e., should be interpreted with caution) and perceived suitability of technology marginally significant.
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Non-traditional students' preferences for learning technologies and impacts on academic self-efficacy.
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Interestingly, feeling very confident of completing the current semester was almost halved where the student had more frequent email contact with academics (i.e., 42% less likely) and by being technologically independent (i.e., 40% less likely), although this latter was approaching significance (confidence interval includes 1.00).
Of the predictors, self-regulated learning was a highly significant predictor, strongly increasing the likelihood of students reporting feeling very confident.
Students who found the technology suitable for the unit’s purpose approached significance to increase confidence for both semester and degree (although the confidence intervals include 1.00).