Distance Learners' Multiple Goals, Learning and Achievement in Different Learning Situations

Autor/in	Ng, Clarence
Titel	Distance Learners' Multiple Goals, Learning and Achievement in Different Learning Situations
Quelle	In: Distance Education, 38 (2017) 1, S.37-58 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0158-7919
DOI	10.1080/01587919.2017.1298981
Schlagwörter	Foreign Countries; Distance Education; Adult Learning; Mastery Learning; Goal Orientation; Academic Achievement; Outcomes of Education; Predictor Variables; Longitudinal Studies; Cohort Analysis; Questionnaires; Likert Scales; Pretests Posttests; Regression (Statistics); Learning Strategies; Learner Engagement; Learning Motivation; Academic Persistence; Online Courses; Hypothesis Testing; Self Efficacy; Hong Kong + Suchen Sie Ihr Suchwort? Ausland; Distance study; Distance learning; Fernunterricht; Adulte education; Adult training; Erwachsenenbildung; Zielorientierung; Zielvorstellung; Schulleistung; Lernleistung; Schulerfolg; Prädiktor; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Kohortenanalyse; Fragebogen; Likert-Skala; Regression; Regressionsanalyse; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Motivation for studies; Lernmotivation; Online course; Online-Kurs; Hypothesenprüfung; Hypothesentest; Self-efficacy; Selbstwirksamkeit; Hongkong
Abstract	Can mastery and performance-approach goals predict distance learners' learning and achievement in different learning situations over an academic year? Using a prospective longitudinal design, the current study examined this research question using a cohort of distance learners in Hong Kong. Two hundred and seventy-two distance learners completed three survey questionnaires at the beginning, in the middle and towards the end of an academic year. Regression analyses found that distance learners' mastery and performance-approach goals at the beginning of the academic year predicted learning interest and the use of regulatory strategies in subsequent surveyed points after controlling for the effects of the age factor and self-efficacy levels. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01