The impact of the social context on value and expectancy beliefs in an online graduate program: The role of social presence

被引：11
作者：
Edwards, Ordene V. [1 ]
机构：
[1] Kennesaw State Univ, Dept Psychol Sci, 402 Bartow Ave NW,MD 2202, Kennesaw, GA 30144 USA
来源：
JOURNAL OF COMPUTER ASSISTED LEARNING | 2021年 / 37卷 / 02期
关键词：
expectancy-value theory; graduate education; motivation; social presence; value and expectancy beliefs; ACHIEVEMENT TASK VALUES; SELF-EFFICACY; LONGITUDINAL EXAMINATION; MOTIVATIONAL BELIEFS; STUDENTS MOTIVATION; MULTIPLE PATHWAYS; SCHOOL ENGAGEMENT; LEARNING PRESENCE; MATH; SUPPORT;
D O I：
10.1111/jcal.12492
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
This study examines the influence of perceived social presence on online graduate students' value and expectancy beliefs. Forty-nine participants enrolled in an online teacher leadership graduate program completed questionnaires that measured perceived social presence and value and expectancy beliefs. A series of simple linear regression analyses revealed that social presence positively predicted students' value for online learning. Social presence did not predict participants' expectations of future success in teacher leadership. Results partially supported the assumption of the expectancy-value model that motivational beliefs are influenced by the information students receive from social partners. Moreover, the study tested and confirmed the application of the model in online settings and for students pursuing graduate education.
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收藏
页码：333 / 345
页数：13
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