Pelet, Jean-ÉricZamani, Somayeh2020-01-042020-01-042020-01-07978-0-9981331-3-3http://hdl.handle.net/10125/64070Learners nowadays bring social media (SM) user’s knowledge to the classrooms with them. Many teachers (researchers, professors, instructors, and people in charge of the learning organizations in general) have to deal with the fact that individuals 1) sometimes adopt a mute behavior in classroom and 2) duplicate their offline social networks in SM spaces. Engagement in course-related SM groups leads to engagement into the course subject, that improves self-efficacy of the learners. This paper seeks to find out why individuals engage in course-related SM groups and how the SM engagement of silent students can mediate their self-efficacy. Results show that experiencing eudaimonism as an emotion and state of flow, positively affects the engagement in course-related SM groups. SM engagement positively affects students’ self-efficacy and mediates the negative effect of selective mutism. This research has implications for educational institutions as well as researchers in the e-learning fields.10 pagesengAttribution-NonCommercial-NoDerivatives 4.0 InternationalLearning in Digital and Social Mediaeudaimonismflowselective mutismself-efficacysm groupsConference Paper10.24251/HICSS.2020.328