Self-regulation in online learning

被引：209

作者：

Cho, Moon-Heum ^{[1
]}

Shen, Demei ^{[2
]}

机构：

[1] Kent State Univ Stark, North Canton, OH USA

[2] E China Normal Univ, Shanghai Engn Res Ctr Digital Educ Equipment, Shanghai 200062, Peoples R China

来源：

DISTANCE EDUCATION | 2013年 / 34卷 / 03期

关键词：

goal orientations; academic self-efficacy; metacognitive regulation; effort regulation; interaction regulation; online learning; MOTIVATIONAL BELIEFS; FIT INDEXES; SATISFACTION; PERCEPTIONS; PERFORMANCE; FRAMEWORK; EFFICACY; MODEL;

D O I：

10.1080/01587919.2013.835770

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The purpose of this study was to examine the role of goal orientation and academic self-efficacy in student achievement mediated by effort regulation, metacognitive regulation, and interaction regulation in an online course. The results show that intrinsic goal orientation and academic self-efficacy predicted students' metacognitive self-regulation; however, extrinsic goal orientation did not predict any type of regulation. Effort regulation and the amount of time spent in Blackboard predicted students' academic achievement in the course, and interaction regulation predicted the amount of time spent in the online course. Results show the importance of individual students' intrinsic goal orientation and academic self-efficacy in academic achievement. Discussion relates to current research and implications for online teaching and learning practice.

引用

页码：290 / 301

页数：12

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