Factors Affecting General and Online Academic Achievement of University Students: Online Self-Regulated Learning, Online Self-Efficacy, and Motivation Scores

Autor/in	Çetin, Baris
Titel	Factors Affecting General and Online Academic Achievement of University Students: Online Self-Regulated Learning, Online Self-Efficacy, and Motivation Scores
Quelle	In: Educational Policy Analysis and Strategic Research, 17 (2022) 4, S.164-181 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Çetin, Baris)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1949-4270
Schlagwörter	Foreign Countries; College Students; Independent Study; Electronic Learning; Distance Education; Self Efficacy; Learning Motivation; Motivation Techniques; Scores; Academic Achievement; Predictor Variables; Learning Strategies; Grade Point Average; Influences; In Person Learning; Canada; Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? Ausland; Collegestudent; Selbststudium; Distance study; Distance learning; Fernunterricht; Self-efficacy; Selbstwirksamkeit; Motivation for studies; Lernmotivation; Motivationsförderung; Schulleistung; Prädiktor; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Influence; Einfluss; Einflussfaktor; Kanada
Abstract	This study aims to determine whether university students' levels of online self-regulated learning, online technologies self-efficacy, and motivated strategies for learning predict their general academic achievement and online academic achievement. In this study, the scanning design and the prediction research design were used. The participants of this research consisted of 55 undergraduate students studying in different departments of a university in Western Canada. The data were collected with "Online Technologies Self-Efficacy Scale (OTSES)" developed by Barnard et al., (2009); "Motivated Strategies for Learning Questionnaire (MSLQ)" developed by Pintrich et al., (1991); "Online Selfregulated Learning Questionnaire (OSLQ)" developed by Miltiadou and Yu (2000); and "demographic form". This study did not determine a significant relationship between university students' total scores of OSLQ, OTSES, MSLQ, and their GPAs. Instead, the study found that university students' total scores of OSLQ, OTSES, MSLQ did not significantly predict their GPAs and online GPAs. (As Provided).
Anmerkungen	International Association of Educators. Egitim Fakultesi Dekanligi, Canakkale Onsekiz Mart University, Canakkale 17100, Turkey. e-mail: secretary@inased.org; Web site: https://inased.org/epasrpi/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01