scholarly journals The Relationship Between Self-Regulations and Online Learning in an ESL Blended Learning Context

2019 ◽  
Vol 12 (6) ◽  
pp. 87
Author(s):  
Hind Al Fadda
Keyword(s):  
Academic Success ◽  
Blended Learning ◽  
Goal Orientation ◽  
Self Efficacy ◽  
Help Seeking ◽  
English Language ◽  
Self Regulation ◽  
Learning Context ◽  
Learning Success ◽  
And Performance

Technology has changed the social landscape and the nature of social interaction. Education has been affected by these changes, as technology has facilitated the creation and Implementation of new educational environments and delivery methods (e.g., distance and blended-learning structures). While the prevalence of such approaches has increased over time, little is known about the learning skills that promote academic success; consequently, the ability of instructors and administrators to implement appropriate methods to foster these skills is hindered. This study examines distance education and focuses on the self-regulation literature to identify skills that can predict ESL learning success in a blended educational environment. Data were collected from 70 students attending a blended English language course. Using subscales from Motivated Strategies for Learning Questionnaire, five Self-regulatory attributes likely to predict academic performance were identified: intrinsic goal orientation, self-efficacy for learning and performance, time and study environment management, help seeking, and Internet self-efficacy.

scholarly journals The Relationship Between Self-Regulation and Online Learning in a Blended Learning Context

2004 ◽  
Vol 5 (2) ◽  
Author(s):  
Richard Lynch ◽  
Myron Dembo
Keyword(s):  
Online Learning ◽  
Academic Success ◽  
Blended Learning ◽  
Self Efficacy ◽  
Self Regulation ◽  
Verbal Ability ◽  
Learning Context ◽  
Course Grades ◽  
And Performance ◽  
Learning And Performance

<P class=abstract>This study reviewed the distance education and self-regulation literatures to identify learner self-regulation skills predictive of academic success in a blended education context. Five self-regulatory attributes were judged likely to be predictive of academic performance: intrinsic goal orientation, self-efficacy for learning and performance, time and study environment management, help seeking, and Internet self-efficacy. Verbal ability was used as a control measure. Performance was operationalized as final course grades. Data were collected from 94 students in a blended undergraduate marketing course at a west coast American research university (tier one). Regression analysis revealed that verbal ability and self-efficacy related significantly to performance, together explaining 12 percent of the variance in course grades. Self-efficacy for learning and performance alone accounted for 7 percent of the variance.</P> <P><B>Keywords:</B> self-regulated learning, blended learning, online learning</P>

scholarly journals The Interconnection of Motivation and Self Regulated Learning Among University Level EFL Students

2019 ◽  
Vol 12 (4) ◽  
pp. 105 ◽  
Author(s):  
Irfan Tosuncuoglu
Keyword(s):  
Higher Education ◽  
Goal Orientation ◽  
Test Anxiety ◽  
Self Efficacy ◽  
English Language ◽  
Intrinsic Value ◽  
Self Regulation ◽  
Cognitive Strategy ◽  
Self Regulated Learning ◽  
Regulated Learning

The main aim of this research is to investigate learners in higher education in a Turkish context, in terms of motivational components such as goal orientation, self efficacy, intrinsic value, test anxiety and self-regulated learning components such as cognitive strategy usage and self regulation. The study was carried out with 233 students in higher education enrolled in the English Language and Literature department. Descriptive, variance and correlation analyses were carried out to answer the research questions. The results showed that the participants were reported to have satisfactory level of goal orientation, self efficacy, intrinsic value, test anxiety, cognitive strategy usage and self regulation. ANOVA results indicated that there were statistically significant differences between the three types of students, regular (daytime), evening, and distance education, with regard to goal orientation and self-efficacy. Furthermore, correlation analysis suggested that there was a moderate level of correlation between self-regulation and cognitive strategy usage. This research on the whole, infers that self-regulated learning means empowering the student to take charge of their motivation and educational pathway, and that while doing so, teachers should keep in mind that the classroom remains a formal environment that still requires self-efficacy and self-regulation and these are all interrelated.

scholarly journals THE INFLUENCE OF SELF-EFFICACY, TASK VALUE, AND GOAL ORIENTATION ON HELP-SEEKING AND ACADEMIC PERFORMANCE

2020 ◽  
Vol 8 (2) ◽  
pp. 722-731
Author(s):  
Di Xuan ◽  
Muhammad Azhar Zailani ◽  
Wail Muin Ismail
Keyword(s):  
Academic Performance ◽  
Language Learning ◽  
Goal Orientation ◽  
Self Efficacy ◽  
Help Seeking ◽  
High Performance ◽  
Arabic Language ◽  
Task Value ◽  
Learning Context ◽  
Research Findings

Purpose of the study: This study aimed to investigate the influence of task-value, goal orientation and self-efficacy on the help-seeking of the students, and thereafter on the academic performance. Methodology: To carry out research findings, a quantitative survey was applied by employing a self-regulated online learning questionnaire (SOL-Q), and a Motivated Strategies for Learning Questionnaire (MSLQ).A total of 317 university Arabic learners participated in the present study. Analysis of data used SPSS version 22 software. Both descriptive and inferential statistics were used to analyse the data and to examine the relationship among learners’ help-seeking, motivation, and learners’ GPA. Main Findings: The results of the present study provide support to the motivational beliefs (SE and TV) predict help-seeking, and students who endorsed high self-efficacy are more likely seeking help from others, and achieve high performance as well. Applications of this study: This study will enable faculty management, instructors, and students to better understand the essential role of help-seeking and motivational factors in Arabic language learning. Novelty/Originality of this study: The case of Self-Efficacy, Task Value, Goal Orientation, Help-Seeking, and Academic Performance were widely explained by the number of researchers. But there is no recent publication that has explained the influence of Self-Efficacy, Task Value, and Goal Orientation on Help-Seeking within the Arabic learning context.

scholarly journals WHICH MOTIVATIONAL BEHAVIORS IMPACT SUCCESS IN A FOUNDATIONAL ANATOMY COURSE FOR ENTRY DOCTOR OF PHYSICAL THERAPY STUDENTS?

2021 ◽  
Vol 13 (1) ◽  
pp. 9-16
Author(s):  
Philip A. Fabrizio ◽  
Anne M. R. Agur ◽  
Shannon L. Groff
Keyword(s):  
Academic Success ◽  
Physical Therapy ◽  
Goal Orientation ◽  
Self Efficacy ◽  
Clinical Anatomy ◽  
Physical Therapy Students ◽  
Learning Beliefs ◽  
Doctor Of Physical Therapy ◽  
And Performance ◽  
Learning And Performance

Objectives: The motivational behavior of self-efficacy for learning and performance was correlated with academic success in Doctor of Physical Therapy (DPT) students taking clinical anatomy, the first foundational course in the program. Students’ motivation strategies have been reported to be important factors in academic success, however, these strategies have not been investigated in DPT students. Therefore, the purpose of this study was to determine if course grade in clinical anatomy was correlated with the motivation subscales of the Motivated Strategies for Learning Questionnaire (MSLQ). Materials and Methods: The MSLQ was administered to thirty-three first-year DPT students who consented to participate in the study. Correlation (Pearson r zero order) between the subscales and final course grade in clinical anatomy were determined. Results: Self-efficacy for learning and performance was correlated with course grade (r(31) = .44, p < .05), while intrinsic and extrinsic goal orientation, task value, control of learning beliefs, and test anxiety, were poorly correlated. Conclusions: The results of the current study, indicating that self-efficacy for learning and performance is correlated with academic success, could be utilized in DPT programs to broaden admission processes, and aid in the development of remedial curricular and teaching strategies to support students identified with poor self-efficacy for learning and performance.

Learning Goal Orientation and Academic Performance: A Dynamic model

2021 ◽  
pp. 106907272110434
Author(s):  
Bingjie Lu ◽  
Yingxin Deng ◽  
Xiang Yao ◽  
Zhe Li
Keyword(s):  
Academic Performance ◽  
University Students ◽  
Goal Orientation ◽  
Self Efficacy ◽  
Self Regulation ◽  
Regulation System ◽  
Feedback Seeking ◽  
Learning Goal ◽  
Learning Goal Orientation ◽  
Academic Self Efficacy

Drawing on the reciprocal determinism of self-regulation system, a process-based model is used to examine the relationship of learning goal orientation (LGO) among university students with their academic performance, via reciprocal relationships between initial status and change trajectories in academic self-efficacy and feedback-seeking behaviors. A longitudinal study of 316 Chinese university students throughout their first year in college reveals that students who have high LGO in their first month after entering the university generally have higher academic self-efficacy and seek more feedback. Moreover, initial levels of feedback seeking are positively related to academic performance via linear change in academic self-efficacy over time. Limitations of the study and practical implications are discussed.

scholarly journals Multimodal Interaction: Correlates of Learners’ Metacognitive Skill Training Negotiation Experience

Information ◽  
2020 ◽  
Vol 11 (8) ◽  
pp. 381
Author(s):  
Dimitris Spiliotopoulos ◽  
Eleni Makri ◽  
Costas Vassilakis ◽  
Dionisis Margaris
Keyword(s):  
Goal Orientation ◽  
Self Efficacy ◽  
Readiness To Change ◽  
Conversational Agent ◽  
Learning Context ◽  
Civic Action ◽  
Problem Solving Skills ◽  
Metacognitive Training ◽  
Embodied Conversational Agent ◽  
Positive Direct

Metacognitive training reflects knowledge, consideration and control over decision-making and task performance evident in any social and learning context. Interest in understanding the best account of effective (win-win) negotiation emerges in different social and cultural interactions worldwide. The research presented in this paper explores an extended study of metacognitive training system during negotiation using an embodied conversational agent. It elaborates on the findings from the usability evaluation employing 40 adult learners pre- and postinteraction with the system, reporting on the usability and metacognitive, individual- and community-level related attributes. Empirical evidence indicates (a) higher levels of self-efficacy, individual readiness to change and civic action after user-system experience, (b) significant and positive direct associations between self-efficacy, self-regulation, interpersonal and problem-solving skills, individual readiness to change, mastery goal orientation and civic action pre- and postinteraction and (c) gender differences in the perceptions of system usability performance according to country of origin. Theoretical and practical implications in tandem with future research avenues are discussed in light of embodied conversational agent metacognitive training in negotiation.

scholarly journals Goal Setting and MOOC Completion

2019 ◽  
Vol 20 (3) ◽  
Author(s):  
Erwin Handoko ◽  
Susie L. Gronseth ◽  
Sara G. McNeil ◽  
Curtis J. Bonk ◽  
Bernard R. Robin
Keyword(s):  
Goal Orientation ◽  
Student Performance ◽  
Goal Setting ◽  
Time Management ◽  
Causal Attribution ◽  
Course Completion ◽  
Learning Context ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
And Performance

Despite providing advanced coursework online to learners around the world, massive open online courses (MOOCs) have had notoriously low completion rates. Self-regulated learning (SRL) frames strategies that students can use to enhance motivation and promote their engagement, persistence, and performance self-monitoring. Understanding which SRL subprocesses are most relevant to the MOOC learning context can guide course designers and instructors on how to incorporate key SRL aspects into the design and delivery of MOOCs. Through surveying 643 MOOC students using the Online Self-Regulated Learning Questionnaire (OSLQ), the present study sought to understand the differences in the use of SRL between those who completed their course and those who did not. MOOC completers were found to have significantly higher applications of one SRL specific subprocess, namely goal setting. Additional SRL subprocesses of task interest/values, causal attribution, time management, self-efficacy, and goal-orientation also emerged from an analysis of open-ended responses as key contributors to course completion. The findings from this study provide further support regarding the role of SRL in MOOC student performance and offer insight into learners’ perceptions on the importance of SRL subprocesses in reaching course completion.

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