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ERIC Number: EJ952084
Record Type: Journal
Publication Date: 2010
Pages: 17
Abstractor: As Provided
Reference Count: 49
ISSN: ISSN-0735-6331
Email, Self-Regulation, Self-Efficacy, and Achievement in a College Online Mathematics Course
Hodges, Charles B.; Kim, Chanmin
Journal of Educational Computing Research, v43 n2 p207-223 2010
The purpose of this study was to: (a) investigate the effects of email to enhance learners' use of self-regulation strategies; (b) examine different effects between email list and individually addressed notes on the enhancement of self-regulation; (c) observe and record changes in self-regulation and self-efficacy; and (d) explore the relationships among self-regulation, self-efficacy, and achievement. For an entire semester, 103 college students enrolled in an online, asynchronous mathematics course participated in this study. They were randomly assigned to one of three groups. The first group received self-regulation strategies without personalized messages; the second group received self-regulation strategies with personalized messages; and the third group received neither self-regulation strategies nor personalized messages. Results indicated that there was no statistically significant effect for the email treatments but a statistically significant relationship was observed between self-efficacy and achievement. The findings are discussed with an emphasis on the reciprocal relations between self-efficacy and self-regulation. (Contains 5 tables.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Motivated Strategies for Learning Questionnaire