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ERIC Number: EJ1119692
Record Type: Journal
Publication Date: 2016
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1449-5554
EISSN: N/A
Academic Success Is about Self-Efficacy Rather than Frequency of Use of the Learning Management System
Broadbent, Jaclyn
Australasian Journal of Educational Technology, v32 n4 p38-49 2016
Previous studies have investigated the association between the frequency of student learning management system (LMS) use (logins, discussion board use, resources used, etc.) and academic achievement. These studies indicate that low LMS use by students is likely to result in less academic success. However, these models fail to take into account self-beliefs that may also increase the explanatory value of learning analytics from the LMS. This study surveyed 310 students (M = 22.10 years, SD = 6.30 years) undertaking a first year health psychology subject. Results show the central role of self-efficacy in predicting student performance. Online activity was not predictive of performance, suggesting the primacy of psychological factors more so than online engagement in determining outcome. Of the motivational factors, "amotivation" was the single significant predictor of academic achievement. Proposed future research directions include the need to evaluate whether these results are sustained over time.
Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: http://www.ascilite.org.au/ajet
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: Australia
Identifiers - Assessments and Surveys: Academic Motivation Scale
Grant or Contract Numbers: N/A