Learning online: Motivated to self-regulate?

摘要: Abstract The objective of this study was to investigate how different motivational components social cognitive theory relate students' use learning strategies in online courses. University students (n = 96) completed a survey that assessed their task value and self-efficacy, as well outcomes included three self-regulated strategies. Results indicate self-efficacy were significantly positively related elaboration, critical thinking, metacognitive Educational implications suggestions for future research are discussed. Introduction Interest academic self-regulation has increased considerably recent years investigators practitioners attempt understand become masters own processes (Schunk & Zimmerman, 1998). Self-regulated (SRL) been defined as, "an active, constructive process whereby learners set goals then monitor, regulate, control cognition, motivation, behavior, guided constrained by the contextual features environment" (Pintrich, 2000, p. 453). generally characterized active participants who efficiently experiences many ways, including organizing rehearsing information be learned, holding positive beliefs about capabilities, learning, factors influence 1994, Recently, several scholars have suggested SRL skills may particularly important participating education (Bandura, 1997; Dillon Greene, 2003; Hartley Bendixen, 2001; Hill Hannafin, 1997). For example, edited volume regarding instructional self-regulation, Schunk Zimmerman (1998) concluded effective distance situations due high degree student autonomy resulting from instructor's physical absence. authors recommended on specific allow efficient learning. present is first line designed address recommendations made (1998). Specifically, explores linkages between motivation courses, seeking determine if pattern relationships consistent with those found traditional settings. In short, investigation marks step extending robust literature classroom settings environments. Review Literature refers "learning occurs largely student's self-generated thoughts, feelings, strategies, behaviors, which oriented toward attainment goals" 1998, viii). Academic studied classrooms means understanding successful adapt behavior improve general, consistently moderate strong relations achievement 1999; Pintrich De Groot, 1990, Garcia, 1991). 173 seventh graders, Groot (1990) higher levels selfregulation correlated achievement, measured final course grades, essays reports, in-class seatwork. Although there various conceptualizations (for review, see Boekaerts, Pintrich, Zeidner, 2000), researchers models useful analyzing success education. …