ERIC Number: EJ1205885
Record Type: Journal
Publication Date: 2018
Abstractor: As Provided
The Correlation of Self-Regulation and Motivation with Retention and Attrition in Distance Education
Peck, Larry; Stefaniak, Jill E.; Shah, Smruti J.
Quarterly Review of Distance Education, v19 n3 p1-15 2018
This study surveyed 113 undergraduate and graduate distance education students at 2 U.S. universities using the Motivated Strategies for Learning Questionnaire (MSLQ). The MSLQ is an 81-item, self-report instrument designed to measure study participants' motivational orientations and their use of different learning strategies. The motivational orientations measured were: intrinsic goal orientation, extrinsic goal orientation, task value, control beliefs, self-efficacy for learning and performance, and test anxiety. The learning strategies measured were: rehearsal, elaboration, organization, critical thinking, metacognitive self-regulation, time and study environment, effort regulation, peer learning, and help seeking. The study revealed that self-efficacy, effort regulation, and peer-learning correlated with student retention in the distance education programs.
Descriptors: Correlation, Distance Education, Learning Strategies, Questionnaires, Student Surveys, Undergraduate Students, Graduate Students, Self Efficacy, Student Motivation, School Holding Power, Student Attrition, Goal Orientation, Self Management, Student Attitudes, Test Anxiety
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Motivated Strategies for Learning Questionnaire