An investi̇gati̇on of the relati̇onshi̇p between soci̇al anxi̇ety, self-effi̇cacy beli̇ef, and informati̇on shari̇ng behavi̇or i̇n onli̇ne learni̇ng envi̇ronments

The purpose of this study is to examine the relationships between social anxiety and self-efficacy beliefs in relation to information sharing in online learning environments. The research method used is the correlational survey model. The study group consists of data collected from 385 associate, undergraduate, and graduate students enrolled in online learning environments at Sakarya University. Of these participants, 256 are female, and 129 are male. As a data collection tool, the "Social Anxiety Scale for E-Learning Environments" developed by Keskin, Şahin, Uluç, and Yurdugül (2020) was used to assess the social anxiety of students in e-learning platforms. Additionally, the "Self-Efficacy Beliefs Scale for Distance Education," developed by Altunçekiç (2022), was employed to determine the self-efficacy belief levels of university students toward distance education. The "Information Sharing Behavior Scale in Online Learning Environments," adapted into Turkish by Avcı Yücel and Ergün (2015) from the scale originally developed by Tseng and Kuo (2014), was used to evaluate students' information-sharing behaviors. The results of the study found a relationship between social anxiety, self-efficacy beliefs toward distance education, and information-sharing behaviors in online learning environments. It was observed that social anxiety levels varied by gender, with females experiencing higher anxiety than males. When examined by age groups, students aged 31 and older were found to have lower social anxiety. In terms of educational status, undergraduate students were found to have higher levels of social anxiety compared to graduate students. Self-efficacy beliefs toward distance education also differed by age and educational status. Students aged 20 and below had lower self-efficacy beliefs compared to those aged 26-30 and 31 and older. Graduate students were observed to have higher self-efficacy beliefs than undergraduate and associate degree students. Regarding information-sharing behaviors, when examined by age groups, students aged 31 and older shared information more frequently, while no significant difference was found based on gender. Additionally, graduate students were found to engage in more information-sharing behaviors compared to undergraduate and associate degree students. The findings of this study reveal the relationships between social anxiety, self-efficacy, and information-sharing behaviors in online learning environments and provide recommendations for future research in these areas.