E-Learner Characteristics and E-Learner Satisfaction

2012 ◽  
Vol 2 (2) ◽  
pp. 1-15
Author(s):  
Po Hsuan Chen
Keyword(s):  
Goal Orientation ◽  
Computer Mediated Communication ◽  
Self Regulation ◽  
Strategy Use ◽  
Learner Satisfaction ◽  
Learner Characteristics ◽  
Mastery Goal Orientation ◽  
Mastery Goal ◽  
E Learning ◽  
Learning English

The present study aimed at furthering the understanding of the potential effects of e-learner characteristics on e-learner satisfaction in an EFL context. Specifically, it examined the collective impact of computer anxiety, computer-mediated communication (CMC) apprehension, metacognitive self-regulation strategy use, mastery goal orientation, and performance goal orientation on EFL e-learner satisfaction. Multiple regression analyses revealed that not all university EFL students are satisfied with e-learning English courses; only students with high levels of metacognitive self-regulation strategy use, high levels of mastery goal orientation, and a low degree of CMC apprehension are satisfied with e-learning English courses. Results imply that on-line English instructors need to find ways to help students develop these characteristics.

scholarly journals The role of classroom management and mastery goal orientation towards student’s self-regulation in learning Mathematics

2019 ◽  
Vol 4 (2) ◽  
pp. 117
Author(s):  
Berliana Henu Cahyani ◽  
Asmadi Alsa ◽  
Neila Ramdhani ◽  
Fakher Nabeel Khalili
Keyword(s):  
Classroom Management ◽  
Goal Orientation ◽  
Mathematics Learning ◽  
Self Regulation ◽  
Sampling Technique ◽  
Mastery Goal Orientation ◽  
Mastery Goal ◽  
Self Regulated Learning ◽  
Learning Mathematics

Mathematics until today is still considered a difficult subject so that it needs to think about appropriate strategies to encourage students to be able to regulate themselves in learning this subject. This study aimed to test empirically the role of classroom management and mastery goal orientation towards self-regulated learning. The participants of the study were 177 students of state high schools in Sleman, who were selected using a purposive sampling technique. The scales used were self-regulation of mathematics learning scale, classroom management scale, and mastery goal orientation scale. The data analysis using two-predictor regression analysis showed that classroom management and mastery goal simultaneously played a significant role by 68.7% (R2=0.687, F (2.177) =191.243, p<0.01). Classroom management predicted self-regulation (β= -0.130, p < 0.01), and so did mastery goal (β= 0.878, p < 0.01). Based on the results of this study, it could be concluded that self-regulation in learning Mathematics can be determined through classroom manage­ment and mastery goals concurrently.

scholarly journals Efikasi Diri Bahasa Inggris sebagai Mediator antara Orientasi Tujuan Penguasaan dan Keterikatan Siswa Belajar Bahasa Inggris

2019 ◽  
Vol 4 (1) ◽  
pp. 76
Author(s):  
Adrielina Firdausi ◽  
Bhina Patria
Keyword(s):  
Student Engagement ◽  
Goal Orientation ◽  
Self Efficacy ◽  
Sampling Technique ◽  
Positive Role ◽  
Mastery Goal Orientation ◽  
Mastery Goal ◽  
Student Efficacy ◽  
Self Confidence ◽  
Learning English

English Self-efficacy is a self-confidence in English proficiency which is important to student behaviour on learning process. This study aims to investigated the role of english self efficacy in mediating the relationship between mastery goal orientation and student engagement on learning English. The method was quantitative using survey approach with 173 subjects. The subject was 173 students of 10th and 11st grade in SMA Negeri 9 Yogyakarta in 2016/2017 selected by purposive sampling technique. The Morgan-Jinks Student Efficacy State modification scale, student engagement modification scale, and mastery goal orientation scale were used in this study. The result showed that English self-efficacy was partially mediated. The mastery goal orientation directly had positive role to the student engagement (B= 0,468; p<0,001). The mastery goal orientation had positive role to the student engagement on learning English with self-efficacy as mediator (B’=0,369; p<0,001), English self-efficacy on boys were higher than girls.

scholarly journals The role of moral self-regulation in mediating the effect of goal orientation on academic integrity

2021 ◽  
Vol 16 (2) ◽  
pp. 902-915
Author(s):  
Fadhilah Suralaga ◽  
Siti Nurul Azkiyah ◽  
Bay Dhowi ◽  
Yunita Faela Nisa ◽  
Yenny Rahmawati
Keyword(s):  
Goal Orientation ◽  
Academic Integrity ◽  
Structural Equation ◽  
Self Regulation ◽  
Self Report ◽  
Performance Goal ◽  
Moral Self ◽  
Mastery Goal Orientation ◽  
Mastery Goal ◽  
Performance Goal Orientation

Previous research has explored possible reasons to conduct academic dishonesty while there are only a few research studies that investigate the strategies to promote academic integrity and do not look at moral self-regulation as a mediating variable. This study, therefore, aims to examine whether moral self-regulation mediates the effects of mastery goal orientation and performance goal orientation on academic integrity. A self-report scale was distributed to 251 students (M = 41%; F = 59%) of one state Islamic university in Jakarta, Indonesia, in which the structural equation model was used to analyse the data. Using the root mean square error of approximation, comparative fit index and Tucker–Lewis Index as indicators of the model of fit, the results proved that moral self-regulation mediated two mentioned variables affecting academic integrity. This finding implies the need to consider the inclusion of moral self-regulation in the academic life of students. Keywords: Academic integrity, moral self-regulation, mastery goal orientation, performance goal orientation;

Pro-Social Goals in Achievement Situations: Amity Goal Orientation Enhances the Positive Effects of Mastery Goal Orientation

2018 ◽  
Vol 44 (8) ◽  
pp. 1258-1269 ◽  
Author(s):  
Liat Levontin ◽  
Anat Bardi
Keyword(s):  
Goal Orientation ◽  
Performance Studies ◽  
Goal Orientations ◽  
Social Goals ◽  
Achievement Goal Orientations ◽  
Mastery Goal Orientation ◽  
Mastery Goal ◽  
Positive Effects ◽  
Predicting Performance ◽  
Achievement Contexts

Research has neglected the utility of pro-social goals within achievement situations. In this article, four studies demonstrate that amity goal orientation, promoting mutual success of oneself together with others, enhances the utility of mastery goal orientation. We demonstrate this in longitudinally predicting performance (Studies 1 and 2) and in maintaining motivation after a disappointing performance (Studies 3 and 4). The studies demonstrate the same interaction effect in academic and in work achievement contexts. Specifically, whereas amity goal orientation did not predict achievement on its own, it enhanced the positive effect of mastery goal orientation. Together, these studies establish the importance of amity goal orientation while also advancing our understanding of the effects of other achievement goal orientations. We suggest future directions in examining the utility of amity goals in other contexts.

Does negative teacher behavior influence student self-efficacy and mastery goal orientation?

2020 ◽  
Vol 71 ◽  
pp. 101653
Author(s):  
Kathan Dushyant Shukla ◽  
Samvet Kuril ◽  
Vijaya Sherry Chand
Keyword(s):  
Goal Orientation ◽  
Self Efficacy ◽  
Teacher Behavior ◽  
Mastery Goal Orientation ◽  
Mastery Goal

Sexualized gender stereotypes predict girls’ academic self-efficacy and motivation across middle school

2019 ◽  
Vol 43 (6) ◽  
pp. 523-529 ◽  
Author(s):  
Christia Spears Brown
Keyword(s):  
Goal Orientation ◽  
Gender Stereotypes ◽  
Self Efficacy ◽  
Academic Ability ◽  
Seventh Grade ◽  
Gender Typicality ◽  
Mastery Goal Orientation ◽  
Mastery Goal ◽  
Academic Attitudes ◽  
Academic Self Efficacy

Sexualized gender stereotypes (SGS) include the belief that girls should singularly prioritize their sexualized attractiveness for the attention and approval of boys. By elementary school, boys and girls perceive girls’ sexualized attractiveness to be incompatible with intelligence and competence. In the current 2-year study, we examined whether girls’ higher SGS endorsement in seventh grade predicted a diminished mastery goal orientation and lower perceptions of academic ability in eighth grade and whether this was moderated by gender typicality and self-monitoring. Cross-lagged panel analyses tested whether earlier academic attitudes better predicted later SGS endorsement than the inverse. The study included 77 girls in the final sample from four public middle schools ( MageT1 = 12.4, SD = .57). The sample was ethnically diverse (45% identified as White, 21% as Latinx, 19% as Black/African American, and 14% as multiracial). Girls’ greater endorsement of SGS in the seventh grade predicted lower academic self-efficacy later, controlling for age, academic ability, and earlier levels of academic attitudes. Highlighting a likely feedback loop, earlier academic self-efficacy equally predicted later SGS endorsement. For highly gender-typical girls, greater SGS endorsement also predicted lower mastery goal orientation over time.

Fantasy as a Driving Force: Relations Between Fantasy and Motivation in Children

2017 ◽  
Vol 38 (3) ◽  
pp. 250-267 ◽  
Author(s):  
Eva V. Hoff ◽  
Alexandra Ekman ◽  
Anna Kemdal Pho
Keyword(s):  
Goal Orientation ◽  
Driving Force ◽  
Teaching And Learning ◽  
Fifth Grade ◽  
Mastery Goals ◽  
Mastery Goal Orientation ◽  
Mastery Goal ◽  
Motivational Style ◽  
Avoidance Goals ◽  
The Relationship

The relationship between children’s fantasy involvement and motivational style at school was investigated. Participants were 95 Swedish children in third to fifth grade (9–11 years). Fantasy involvement was measured with the Children’s Fantasy Inventory and motivation in the classroom was measured with the Goal Orientation Scales. Results revealed that being highly imaginative was related to higher mastery goal orientation. Among the two subscales with positive fantasy content, one—fanciful and happy fantasies—was connected to mastery goals. Among the two negative fantasy scales one—scary daydreams and attention lapses—was linked to avoidance goals. An implication of the results for teaching and learning situations is that fantasy involvement may function as a resource for motivating students.

Sign in / Sign up

Export Citation Format

Share Document