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ERIC Number: EJ1022162
Record Type: Journal
Publication Date: 2013
Pages: 10
Abstractor: As Provided
Reference Count: 52
ISBN: N/A
ISSN: ISSN-0892-3647
Electronic versus Print Textbooks: The Influence of Textbook Format on University Students' Self-Regulated Learning Strategies, Motivation, and Text Anxiety
Rockinson-Szapkiw, Amanda J.; Wendt, Jillian; Lunde, Rebecca
American Journal of Distance Education, v27 n3 p179-188 2013
Because a majority of university students do not regularly read course textbooks, a study was conducted to determine if portable electronic textbooks (e-textbooks) would increase university student motivation to read by enhancing cognitive learning strategies and self-regulation of learning. The participants included 538 university students who self-chose to use either a print or e-textbook throughout the semester. The dependent variables self-efficacy, intrinsic value, cognitive strategies, self-regulation, and text anxiety were measured in each of two groups of participants using the Technology Confidences and Attitudes scale and the Motivated Strategies for Learning Questionnaire (MSLQ). The results of a multivariate analysis of variance (MANOVA) analysis indicated that there was a significant difference in the students' MSLQ scores based on their choice of textbook format. These results imply that students who use e-textbooks are more likely to use cognitive and self-regulation strategies than students who use traditional print textbooks in their courses.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Virginia
Identifiers - Assessments and Surveys: Motivated Strategies for Learning Questionnaire