Online Technologies Self-Efficacy and Self-Regulated Learning as Predictors of Final Grade and Satisfaction in College-Level Online Courses

Autor/in	Puzziferro, Maria
Titel	Online Technologies Self-Efficacy and Self-Regulated Learning as Predictors of Final Grade and Satisfaction in College-Level Online Courses
Quelle	In: American Journal of Distance Education, 22 (2008) 2, S.72-89 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0892-3647
DOI	10.1080/08923640802039024
Schlagwörter	Self Efficacy; Online Courses; Learning Strategies; Program Effectiveness; Liberal Arts; Predictor Variables; Undergraduate Students; Student Attitudes; Community Colleges; Correlation; Grade Prediction; Grades (Scholastic); Participant Satisfaction; Learner Controlled Instruction; Study Habits; Learning Processes; Self Management; Distance Education; Statistical Analysis; Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Online course; Online-Kurs; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Prädiktor; Schülerverhalten; Community college; Community College; Korrelation; Notenspiegel; Study behavior; Study behaviour; Studienverhalten; Learning process; Lernprozess; Selbstmanagement; Distance study; Distance learning; Fernunterricht; Statistische Analyse
Abstract	This study was designed to examine performance as a function of grade and course satisfaction in online undergraduate level courses, specifically students' self-efficacy for online technologies and self-regulated learning strategies. This research included a sample (N = 815) of community college students enrolled in liberal arts online courses during a single semester. The results of this study showed that online technologies self-efficacy scores were not correlated with student performance. Of the Motivated Strategies for Learning Questionnaire subscales, time and study environment and effort regulation were significantly related to performance. Students who scored higher on these subscales received higher final grades. In addition, rehearsal, elaboration, metacognitive self-regulation, and time and study environment were significantly positively correlated with levels of satisfaction. (Contains 9 tables.) (As Provided).
Anmerkungen	Lawrence Erlbaum. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10