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ERIC Number: EJ853865
Record Type: Journal
Publication Date: 2004-Aug
Pages: 16
Abstractor: As Provided
Reference Count: 51
ISSN: ISSN-1492-3831
The Relationship between Self-Regulation and Online Learning in a Blended Learning Context
Lynch, Richard; Dembo, Myron
International Review of Research in Open and Distance Learning, v5 n2 Aug 2004
This study reviewed the distance education and self-regulation literatures to identify learner self-regulation skills predictive of academic success in a blended education context. Five self-regulatory attributes were judged likely to be predictive of academic performance: intrinsic goal orientation, self-efficacy for learning and performance, time and study environment management, help seeking, and Internet self-efficacy. Verbal ability was used as a control measure. Performance was operationalized as final course grades. Data were collected from 94 students in a blended undergraduate marketing course at a west coast American research university (tier one). Regression analysis revealed that verbal ability and self-efficacy related significantly to performance, together explaining 12 percent of the variance in course grades. Self-efficacy for learning and performance alone accounted for 7 percent of the variance. (Contains 2 tables.)
Athabasca University. 1200, 10011 - 109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-421-2536; Fax: 780-497-3416; e-mail:; Web site:
Publication Type: Information Analyses; Journal Articles
Education Level: High Schools; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Motivated Strategies for Learning Questionnaire