Self-efficacy theory states that if individuals believe in their ability they are more likely to be motivated to complete the task or engage in behavior. (Payne, Youngcourt, & Beaubien, 2007).Decisions on actions, endeavor, endurance and success is influenced by self-efficacy Bandura (1977a). Individuals with high self-efficacy for achieving certain outcomes work harder, engage further, go on longer when they experience challenges than the individuals who question their capacities. Forms of persuasion, Observational experiences, performance results and other reactions contribute to evaluation of self-efficacy. Successful results boost self-efficacy and failures brings it down, however when a solid strong feel of efficacy is produced a disappointment of failure should not have much effect (Bandura, 1986). Moreover, individuals compare themselves to others to gain self-efficacy information. People who look at their peers who are doing the same task consider that if others can do it they too are capable of doing it. Nevertheless, information gained indirectly needs confirmation by actual performance to remain credible. Wu, Tennyson and Hsia (2010) Conducted a study to determine how student learning satisfactions was affected by factors: self-efficacy and performance expectations, technological conditions, and social conditions in blended e-learning system. Questionnaire has been made based on 8 hypothetical statements. Total of 518 questionnaires has been distributed at the target universities. The empirical results indicate that achievement expectations and learning climate are two strong principles of learning satisfaction with e-learning system. Learning outcomes was indirectly influenced by the computer self-efficacy, system functionality, content components, and interaction implemented. These findings give initial insights into those components that could have have critical significance for planning and implementing Blended e-learning system. Components of virtual learning system should enhance students’ performance expectations and stimulate positive learning climate. Findings of this study show that performance expectations provide the most contribution to learning satisfaction. Thus, instructors should enhance students’ beliefs that they would be able to achieve improved outcomes by taking advantage of virtual learning system effectiveness in designing and teaching courses. Students’ learning satisfaction is affected by a positive learning climate. Thus, teachers and learners have to enhance and motivate the positive learning atmosphere within the blended learning context.Therefore, student will be more likely to accept learning system if they believe that using it is worthwhile, valuable and simple. Student’s computer self-efficacy should be taken into consideration by education institutions. The empirical results show that performance expectations are positively influenced by computer self-efficacy. BELS should provide built-in help to fit various learners’ needs in different learning circumstances. Blended e-learning system should incorporate multimedia content features and appropriate system functionality because the results of the study show that system functionality and content features improves perceived expectations. Blended e-learning system should include design that is rich in content, includes customized functions, satisfy students needs, and allows learners to control over the system. Effective interaction tools should be provided and teachers should motivate interaction openly. 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