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Dissertation
Motivation and Self-regulation of Learning Strategies on Student Performance in online Courses
University of West Florida Libraries
Doctor of Education (EDD), University of West Florida
2003
Abstract
The researcher explored whether motivation and self-regulation of learning strategies predicted student performance online. Thirty-five participants from 5 sections of ENC 1101 completed The Motivated Strategies for Learning Questionnaire (Pintrich, Smith, Garcia, & McKeachie, 1991). Using multiple regression, the researcher found that neither motivation nor self-regulation significantly predicted student performance in this setting, nor did the interaction of the 2. However, significant correlations were noted between independent variables. Motivation and self-regulation correlated. Furthermore, some subcomponents of motivation and self-regulation correlated: (a) the value component of motivation with the resource management component of self-regulation; (b) cognitive and metacognitive strategy use with resource management, both self-regulation components; and (c) value with cognitive and metacognitive strategy use.
Details
- Title
- Motivation and Self-regulation of Learning Strategies on Student Performance in online Courses
- Resource Type
- Dissertation
- Publisher
- University of West Florida Libraries
- Format
- pdf
- Number of pages
- 142
- Copyright
- Permission granted to the University of West Florida Libraries to digitize and/or display this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires the permission of the copyright holder.
- Identifiers
- 99380090754606600
- Academic Unit
- School of Education
- Language
- English
- Awarding Institution
- University of West Florida; Doctor of Education (EDD)
- Theses and Dissertations
- Doctor of Education (EDD), University of West Florida