The DOI matches its Crossref record; 6 of the 6 references it cites were found in a registry or an index.
Online Technologies Self-Efficacy and Self-Regulated Learning as Predictors of Final Grade and Satisfaction in College-Level Online Courses
Abstract
This study was designed to examine performance as a function of grade and course satisfaction in online undergraduate level courses, specifically students' self-efficacy for online technologies and self-regulated learning strategies. This research included a sample (N = 815) of community college students enrolled in liberal arts online courses during a single semester. The results of this study showed that online technologies self-efficacy scores were not correlated with student performance. Of the Motivated Strategies for Learning Questionnaire subscales, time and study environment and effort regulation were significantly related to performance. Students who scored higher on these subscales received higher final grades. In addition, rehearsal, elaboration, metacognitive self-regulation, and time and study environment were significantly positively correlated with levels of satisfaction.
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Cites
Self-efficacy: The exercise of control
Bandura, A., Freeman, W. H., & Lightsey, R. (1999) · Journal of Cognitive Psychotherapy · doi:10.1891/0889-8391.13.2.158 · Cited by 46,835
Motivational and self-regulated learning components of classroom academic performance.
Pintrich, P. R., & De Groot, E. V. (1990) · Journal of Educational Psychology · doi:10.1037/0022-0663.82.1.33 · Cited by 8,332
Self-Efficacy and Academic Motivation
Schunk, D. H. (1991) · Educational Psychologist · doi:10.1080/00461520.1991.9653133 · Cited by 4,292
A social cognitive view of self-regulated academic learning.
Zimmerman, B. J. (1989) · Journal of Educational Psychology · doi:10.1037/0022-0663.81.3.329 · Cited by 3,807
Reliability and Predictive Validity of the Motivated Strategies for Learning Questionnaire (Mslq)
Pintrich, P. R., Smith, D. A. F., Garcia, T., & Mckeachie, W. J. (1993) · Educational and Psychological Measurement · doi:10.1177/0013164493053003024 · Cited by 3,646
Identifying at‐risk students in videoconferencing and web‐based distance education
Osborn, V. (2001) · American Journal of Distance Education · doi:10.1080/08923640109527073 · Cited by 135
Cited by
Broadbent, J., & Poon, W. L. (2015) · The Internet and Higher Education · doi:10.1016/j.iheduc.2015.04.007 · Cited by 1,692
Kuo, Y.-C., Walker, A. E., Schroder, K. E. E., & Belland, B. R. (2014) · The Internet and Higher Education · doi:10.1016/j.iheduc.2013.10.001 · Cited by 1,082
Comparing online and blended learner's self-regulated learning strategies and academic performance
Broadbent, J. (2017) · The Internet and Higher Education · doi:10.1016/j.iheduc.2017.01.004 · Cited by 679
A predictive study of student satisfaction in online education programs
Kuo, Y.-C., Walker, A. E., Belland, B. R., & Schroder, K. E. E. (2013) · The International Review of Research in Open and Distributed Learning · doi:10.19173/irrodl.v14i1.1338 · Cited by 540
Identifying significant indicators using LMS data to predict course achievement in online learning
You, J. W. (2016) · The Internet and Higher Education · doi:10.1016/j.iheduc.2015.11.003 · Cited by 388
Metadata
- Authors
- Puzziferro, M.
- Venue
- American Journal of Distance Education
- Publisher
- Informa UK Limited
- Published
- 2008-05-14
- Volume
- 22
- Issue
- 2
- Pages
- 72-89
- ISSN
- 0892-3647 (ISSN-L)
- 1538-9286
- OpenAlex
- W2004181325
- Cited by
- 467
- References
- 6
- FWCI
- 24.33
- Type
- journal article
- Language
- en
- Open access
- closed
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- Puzziferro, M. (2008). Online Technologies Self-Efficacy and Self-Regulated Learning as Predictors of Final Grade and Satisfaction in College-Level Online Courses. American Journal of Distance Education. https://doi.org/10.1080/08923640802039024
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
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