ERIC Number: EJ1024785
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Influence of Academic Self-Regulation, Critical Thinking, and Age on Online Graduate Students' Academic Help-Seeking
Dunn, Karee E.; Rakes, Glenda C.; Rakes, Thomas A.
Distance Education, v35 n1 p75-89 2014
Academic help-seeking is an invaluable learning strategy that has not yet received much attention in the distance education research literature. The asynchronous nature of distance education and many online courses presents an inherent roadblock to help-seeking. The purpose of this study was to explore the effect of academic self-regulation, critical thinking, and age on online graduate students' help-seeking. Results indicate that these variables did significantly influence help-seeking, and that as self-regulation and critical thinking increased so did help-seeking. However, as age increased, help-seeking decreased. These results and implications for practice are discussed.
Descriptors: Graduate Students, Help Seeking, Distance Education, Asynchronous Communication, Online Catalogs, Self Control, Critical Thinking, Age Differences, Comparative Analysis, Electronic Learning, Social Cognition, Online Surveys, Measures (Individuals), Multiple Regression Analysis, Correlation, Questionnaires
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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