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ERIC Number: EJ799246
Record Type: Journal
Publication Date: 2008-Apr
Pages: 18
Abstractor: As Provided
ISSN: ISSN-0892-3647
Online Technologies Self-Efficacy and Self-Regulated Learning as Predictors of Final Grade and Satisfaction in College-Level Online Courses
Puzziferro, Maria
American Journal of Distance Education, v22 n2 p72-89 Apr 2008
This study was designed to examine performance as a function of grade and course satisfaction in online undergraduate level courses, specifically students' self-efficacy for online technologies and self-regulated learning strategies. This research included a sample (N = 815) of community college students enrolled in liberal arts online courses during a single semester. The results of this study showed that online technologies self-efficacy scores were not correlated with student performance. Of the Motivated Strategies for Learning Questionnaire subscales, time and study environment and effort regulation were significantly related to performance. Students who scored higher on these subscales received higher final grades. In addition, rehearsal, elaboration, metacognitive self-regulation, and time and study environment were significantly positively correlated with levels of satisfaction. (Contains 9 tables.)
Lawrence Erlbaum. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education; Two Year Colleges
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Motivated Strategies for Learning Questionnaire