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Self-Regulation and Online Course Satisfaction in High School - Couverture souple

Peterson, Sara

 
9783639517972: Self-Regulation and Online Course Satisfaction in High School
Couverture souple
ISBN 10 : 3639517970 ISBN 13 : 9783639517972
Editeur : Scholars' Press, 2013

Synopsis

The purpose of the current study was to investigate the potential impact of students' self-regulatory attributes on their experiences with online classes. The six self-regulatory attributes of subject specific self-efficacy, goal orientation, Internet self-efficacy, study environment management, time management and help seeking were examined to determine which of these attributes were predictive of a student's willingness to enroll in future online classes. The Centinela Valley Union High School District surveyed students enrolled in online credit recovery classes during the fall of 2010. Data was gathered with the Motivated Strategies for Learning Questionnaire and the Internet Self-efficacy Scale. This existing data was analyzed to determine if any relationships existed between the six self-regulatory attributes and a student's satisfaction with online classes, as measured by students' willingness to enroll in future online classes. Data analysis consisted of simple correlations and hierarchical linear regression. The results showed that subject specific self-efficacy was responsible for 10% of the observed variance in students' willingness to enroll in future online classes.

Les informations fournies dans la section « Synopsis » peuvent faire référence à une autre édition de ce titre.

À propos de l'auteur

Sara Peterson, Ed.D. has been a high school teacher, university professor and researcherfor the past 14 years. She devotes her time to understanding and working to solveeducational problems. Sara currently lives and works in Los Angeles.

À propos de la quatrième de couverture

The purpose of the current study was to investigate the potential impact of students¿ self-regulatory attributes on their experiences with online classes. The six self-regulatory attributes of subject specific self-efficacy, goal orientation, Internet self-efficacy, study environment management, time management and help seeking were examined to determine which of these attributes were predictive of a student¿s willingness to enroll in future online classes. The Centinela Valley Union High School District surveyed students enrolled in online credit recovery classes during the fall of 2010. Data was gathered with the Motivated Strategies for Learning Questionnaire and the Internet Self-efficacy Scale. This existing data was analyzed to determine if any relationships existed between the six self-regulatory attributes and a student¿s satisfaction with online classes, as measured by students¿ willingness to enroll in future online classes. Data analysis consisted of simple correlations and hierarchical linear regression. The results showed that subject specific self-efficacy was responsible for 10% of the observed variance in students¿ willingness to enroll in future online classes.

Les informations fournies dans la section « A propos du livre » peuvent faire référence à une autre édition de ce titre.

Éditeur
Scholars' Press
Date d'édition
2013
Langue
anglais
ISBN 10 
3639517970
ISBN 13 
9783639517972
Reliure
Broché
Nombre de pages
84
Coordonnées du fabricant
non disponible
Personne responsable
non disponible