The Relationships Between Self-Efficacy, Task Value, and Self-Regulated Learning Strategies in Massive Open Online Courses
Dados Bibliográficos
| ID | 21729367 |
|---|---|
| Autores | Daeyeoul Lee (0000-0003-1111-9691, Purdue University West Lafayette), Sunnie Lee Watson (0000-0003-2998-9900, Purdue University West Lafayette), William R Watson (0000-0002-0587-6947, Purdue University West Lafayette) |
| Ano | 2020 |
| Volume | 21 |
| Fascículo | 1 |
| Páginas | 23-39 |
| Data de publicação | 2020-01-01 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | The International Review of Research in Open and Distributed Learning (JOURNAL) |
| Identificadores do periódico | ISSN: 1492-3831 • E-ISSN: 1492-3831 |
| Editora | Athabasca University Press (PUBLISHER • CA) |
| DOI | 10.19173/irrodl.v20i5.4389 |
| OpenAlex | W3000444106 |
| Idioma | EN |
| Citações recebidas | 24 |
| Referências citadas | 21 |
This study examines the relationships between self-efficacy, task value, and the use of self-regulated learning strategies by massive open online course (MOOC) learners from a social cognitive perspective. A total of 184 participants who enrolled in two MOOCs completed surveys. The results of Pearson’s correlation analysis show a positive correlation between self-efficacy and the use of self-regulated learning strategies, as well as a positive correlation between task value and the use of self-regulated learning strategies. The results of hierarchical multiple regression analysis show that self-efficacy and task value are significant predictors of the use of self-regulated learning strategies. There was a statistically significant difference in the use of self-regulated learning strategies between learners who possessed high self-efficacy and those who possessed low self-efficacy. In addition, learners who had high task value showed statistically significant higher average self-regulated learning scores than those who had low task value. Implications and future research directions are discussed based on the findings
Cognition · Correlation · Machine learning · Mathematics education · Multilevel model · Regression analysis · Self-efficacy · Self-regulated learning · Computer Science · Innovative Teaching and Learning Methods · Mathematics · Online and Blended Learning · Online Learning and Analytics · Psychology · Social Psychology · Artificial Intelligence
Academic Motivation in English Online Classes
The impact of teacher autonomy support on student engagement in higher education
Harnessing Artificial Intelligence in universities
Characteristics of Filipino Online Learners
Learners’ Online Self-Regulated Learning Skills in Indonesia Open University
Effects of Online Self-Regulated Learning on Learning Ineffectiveness in the Context of Covid-19
Disposition to critical thinking, anxiety due to Covid-19 and academic self-efficacy in university students
Predictors of Electronic Learning Self-Efficacy
Predicting disadvantaged smallholder farmers’ intention to take distance learning
Influences of depression, self-efficacy, and resource management on learning engagement in blended learning during Covid-19
The relationships among online self-regulated english learning, task value, and academic self-efficacy
Student engagement profiles in a mobile app
Facilitating goal setting and planning to enhance online self-regulation of learning
Individual differences in preservice teachers’ online self-regulated learning capacity
Team collaborative norms enhance students’ behavioral engagement in team-based flipped classrooms
From the learner's perspective
Effect of teacher autonomy support on the online self‐regulated learning of students during Covid ‐19 in China
Exploring the impact of psychosocial learning environments and instructional modalities on academic achievement in blended computer science education
Identifying university students’ online self-regulated learning profiles
Relating university students’ online self-regulated English learning to motivational beliefs
The Role of Learning Style in the Relationship Between Task Value, Self‐Efficacy, and Math Achievement
Profile Analysis of Strategic and Self-Regulated Learning of Future Teachers
The effects of peer interaction on learning outcome of college students in digital environment—The chain-mediated role of attitude and self-efficacy
The Influence of Meta-Cognitive Listening Strategies on Listening Performance in the Mall
A Simple Test for Heteroscedasticity and Random Coefficient Variation
Learning presence
Measuring self-regulation in online and blended learning environments
A social cognitive view of self-regulated academic learning.
Profiles in self-regulated learning in the online learning environment
Instructional quality of Massive Open Online Courses (Moocs)
The role of motivation in promoting and sustaining self-regulated learning
Self-regulated learning strategies predict learner behavior and goal attainment in Massive Open Online Courses
Attaining Self-Regulation
Motivational and self-regulated learning components of classroom academic performance.
Reliability and Predictive Validity of the Motivated Strategies for Learning Questionnaire (Mslq)
Self-regulation in online learning
Exploring the complex relations between achievement emotions and self-regulated learning behaviors in online learning
Self-efficacy for self-regulated learning, academic self-efficacy, and internet self-efficacy in web-based instruction
Systematic literature review on self-regulated learning in massive open online courses
The pedagogical foundations of massive open online courses
Moving Through Moocs
Students' Responses and Approaches to Case-Based Instruction
Students’ Responses and Approaches to Case-Based Instruction
Development of a Structured Interview for Assessing Student Use of Self-Regulated Learning Strategies
Becoming a Self-Regulated Learner
| Obras citantes distintas | 24 |
|---|---|
| Citações por ano | 4,8 |
| Intervalo de citações | 2021 - 2026 (6) |
| Velocidade de citação | current |
| Altamente citado | Não |
| Tipos de citação | Neutras: 23 |