Emotions, Motivation, Cognitive-Metacognitive Strategies, and Behavior as Predictors of Learning Performance in Blended Learning

Autor/inn/en	Ramirez-Arellano, Aldo; Bory-Reyes, Juan; Hernández-Simón, Luis Manuel
Titel	Emotions, Motivation, Cognitive-Metacognitive Strategies, and Behavior as Predictors of Learning Performance in Blended Learning
Quelle	In: Journal of Educational Computing Research, 57 (2019) 2, S.491-512 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.1177/0735633117753935
Schlagwörter	Predictor Variables; Correlation; Student Motivation; Metacognition; Web Based Instruction; Management Systems; Learning Strategies; Blended Learning; Grades (Scholastic); Mexicans; College Students; Data Analysis; Classification; Student Behavior; Teaching Methods; At Risk Students; Academic Failure; Foreign Countries; Mexico + Suchen Sie Ihr Suchwort? Prädiktor; Korrelation; Schulische Motivation; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Web Based Training; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Notenspiegel; Mexikaner; Collegestudent; Auswertung; Classification system; Klassifikation; Klassifikationssystem; Student behaviour; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Mexiko
Abstract	Several studies have focused on identifying the significant behavioral predictors of learning performances in web-based courses by examining the log data variables of learning management systems, including time spent on lectures, the number of assignments submitted, and so forth. However, such studies fail to quantify the impact of emotional, motivational, behavioral, and cognitive-metacognitive factors simultaneously. This research was an attempt to understand the relations between students' motivation, cognitive-metacognitive strategies, behavior, and learning performance in the context of blended courses in higher education. Then, relevant predictors are used to obtain a model to classify the students' performance and to identify those who are at risk of failing the course. The authors conducted an empirical study in a higher educational course with 137 Mexican students. Nineteen variables related to emotions, motivation, cognitive-metacognitive strategies, and behavior. Only six were found to be significant. These variables explain approximately 67% of the variance between each student's overall grade. The model, based on those variables, correctly classifies 96% of the students. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01