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ERIC Number: EJ1144804
Record Type: Journal
Publication Date: 2013
Pages: 6
Abstractor: As Provided
Reference Count: 17
ISBN: N/A
ISSN: ISSN-1528-3518
Motivation and Learning Strategies, and Academic and Student Satisfaction in Predicting Self-Efficacy in College Seniors
Madonna, Stephen, Jr.; Philpot, Vincent D.
Quarterly Review of Distance Education, v14 n3 p163-168 2013
This study examines motivational and learning strategies, and academic and student satisfaction, in college students. One hundred thirty-five college seniors were administered the Motivated Strategies for Learning Questionnaire (Pintrich, Smith, Garcia, & McKeachie, 1991), Academic Satisfaction Survey (Flores, 2007), and Online Course Survey (Walker & Kelly, 2007) in an online capstone course. Moderate correlations were reported between academic satisfaction and control of learned belief (r = 0.343) and student satisfaction and intrinsic motivation (r = 0.361). The multiple regression analysis indicates that three variables (controlled belief, self-regulation, and effort regulation) accounted for 31% of the common variance when predicting self-efficacy. These results did not support a relationship between self-efficacy and academic or student satisfaction, but did support evidence for a relationship between self-efficacy, perceived control, and self-regulated behaviors.
IAP - Information Age Publishing, Inc. P.O. Box 79049, Charlotte, NC 28271-7047. Tel: 704-752-9125; Fax: 704-752-9113; e-mail: infoage@infoagepub.com; Web site: http://www.infoagepub.com/quarterly-review-of-distance-education
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 - Assessments and Surveys: Motivated Strategies for Learning Questionnaire