The integration of Computer-Supported Collaborative Learning (CSCL) in E-Commerce education aims to address the challenges of fostering academic help-seeking behaviors, which are often hindered by traditional teaching methods. Help-seeking is essential for academic success, but factors such as fear of embarrassment and lack of peer interaction limit students’ engagement. This study aims to design, implement, and evaluate a CSCL-based instructional model to encourage help-seeking behaviors and enhance collaborative competencies in E-Commerce education. A quantitative causal research design was employed, using a Likert-scale questionnaire to assess students’ perceptions of academic help-seeking and collaborative competencies. The study found that behavioral, normative, and control beliefs, along with opportunity, significantly influence students’ self-efficacy. However, higher self-efficacy showed a negative impact on learning outcomes, likely due to overconfidence leading to disengagement. The moderation analysis revealed that collaborative engagement negatively moderated the relationship between behavioral beliefs and learning outcomes, suggesting that excessive collaboration could weaken the positive effects of behavioral beliefs. The study concludes that while CSCL is an effective approach to enhancing engagement and learning outcomes, it requires careful structuring to prevent overconfidence and ineffective collaboration. Educators should focus on balancing self-efficacy with realistic self-appraisal and ensuring well-managed collaborative environments to maximize the benefits of CSCL in E-Commerce education. Further research should explore additional moderating factors to optimize CSCL implementation across different educational contexts. © 2025; Los autores.
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