Influence of academic self-regulation, critical thinking, and age on online graduate students' academic help-seeking

被引：37

作者：

Dunn, Karee E. ^{[1
]}

Rakes, Glenda C. ^{[2
]}

Rakes, Thomas A. ^{[3
]}

机构：

[1] Univ Arkansas, Educ Stat & Res Methods & Eleanor Mann Sch Nursin, Fayetteville, AR 72701 USA

[2] Univ Tennessee, Dept Educ Studies, Martin, TN 38238 USA

[3] Univ Tennessee, Off Chancellor, Martin, TN 38238 USA

来源：

DISTANCE EDUCATION | 2014年 / 35卷 / 01期

关键词：

self-regulation; motivation; critical thinking; help-seeking; LEARNING QUESTIONNAIRE; MOTIVATED STRATEGIES; BEHAVIOR; SKILLS;

D O I：

10.1080/01587919.2014.891426

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Academic help-seeking is an invaluable learning strategy that has not yet received much attention in the distance education research literature. The asynchronous nature of distance education and many online courses presents an inherent roadblock to help-seeking. The purpose of this study was to explore the effect of academic self-regulation, critical thinking, and age on online graduate students' help-seeking. Results indicate that these variables did significantly influence help-seeking, and that as self-regulation and critical thinking increased so did help-seeking. However, as age increased, help-seeking decreased. These results and implications for practice are discussed.

引用

页码：75 / 89

页数：15

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