Abstract

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 in the fall of 2010. This existing data was then analyzed to determine if any relationships existed between the six self-regulatory attributes and a student's satisfaction with online classes, as measured by the students' willingness to enroll in future online classes. Data analysis consisted of simple correlations and hierarchical linear regression.

The results revealed that self-efficacy for a specific subject was responsible for 10% of the observed variance in students' willingness to enroll in future online classes. The findings from this study suggest that a student's level of confidence with the particular subject they are taking may influence their experience in an online class. The results of the study also suggest that the six self-regulation attributes are a closely related group of variables that can impact students' experiences with online classes.

Citation

Peterson, S. Self-regulation and online course satisfaction in high school. Ph.D. thesis, University of Southern California. Retrieved August 15, 2024 from https://www.learntechlib.org/p/127818/.

This record was imported from ProQuest on October 23, 2013. [Original Record]

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Keywords

• Educational Psychology Education
• Technology of Education