NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1023849
Record Type: Journal
Publication Date: 2013
Pages: 12
Abstractor: As Provided
Reference Count: 36
ISBN: N/A
ISSN: ISSN-0158-7919
Self-Regulation in Online Learning
Cho, Moon-Heum; Shen, Demei
Distance Education, v34 n3 p290-301 2013
The purpose of this study was to examine the role of goal orientation and academic self-efficacy in student achievement mediated by effort regulation, metacognitive regulation, and interaction regulation in an online course. The results show that intrinsic goal orientation and academic self-efficacy predicted students' metacognitive self-regulation; however, extrinsic goal orientation did not predict any type of regulation. Effort regulation and the amount of time spent in Blackboard predicted students' academic achievement in the course, and interaction regulation predicted the amount of time spent in the online course. Results show the importance of individual students' intrinsic goal orientation and academic self-efficacy in academic achievement. Discussion relates to current research and implications for online teaching and learning practice.
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: Reports - Research; Journal Articles
Education Level: Postsecondary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China
Identifiers - Assessments and Surveys: Motivated Strategies for Learning Questionnaire