ERIC Number: EJ1144804
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
Reference Count: 17
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.
Descriptors: College Seniors, Learning Motivation, Learning Strategies, Student Satisfaction, Predictor Variables, Self Efficacy, Online Courses, Questionnaires, Likert Scales, Correlation, Multiple Regression Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Motivated Strategies for Learning Questionnaire