ERIC Number: EJ1111148
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Non-Cognitive Factor Relationships to Hybrid Doctoral Student Self-Efficacy
Egbert, Jessica Dalby; Gomez, Frank; Li, Wenling; Pennington, Sandra L.
International Journal of Web-Based Learning and Teaching Technologies, v10 n1 p1-13 2015
Statistical analysis of data gathered from 139 healthcare doctoral students revealed three key findings regarding non-cognitive factor relationships to hybrid doctoral student self-efficacy between online (web-based) and on-campus course components. First, student experiences significantly differed between online and on-campus course components for task value and faculty and peer support. For these factors, on-campus experiences were perceived significantly more positively than online experiences. Secondly, both online and on-campus experiences with task value, faculty and peer support, and boredom and frustration were correlated with self-efficacy: when students experienced high levels of either task value or faculty and peer support, self-efficacy increased; however, when students experienced high levels of boredom and frustration, self-efficacy decreased. Finally, only online task value positively predicted self-efficacy. These findings demonstrated the significant impact of non-cognitive factors on student success and carry implications for successful hybrid teaching and learning. Social cognitive theory provided the framework for the quantitative, non-experimental design.
Descriptors: Doctoral Programs, Graduate Students, Blended Learning, Self Efficacy, Statistical Analysis, Health Services, Online Courses, Electronic Learning, Student Experience, Correlation, Academic Achievement, Social Theories, Epistemology, Conventional Instruction, Educational Technology
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