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The relationship between self-efficacy, attribution and task value, and performance in a mandatory military self-paced distance learning environment
Dissertation   Open access

The relationship between self-efficacy, attribution and task value, and performance in a mandatory military self-paced distance learning environment

Charles Alvin Charlton
University of West Florida Libraries
Doctor of Education (EDD), University of West Florida
2016

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Abstract

The annual training and education budget for the Department of Defense (DoD) is approximately $17 billion. The DoD offers over 30,000 courses to almost three million military members (United States General Accounting Office, 2003). The Advanced Distributed Learning (ADL) initiative was created to direct federal agencies to create standardized training software and retrieval strategies for online and stand-alone delivery. This initiative dramatically increased the use of self-paced distance learning within the DoD. Self-regulated learning is the self-generated thoughts, feelings, and actions adopted by the learner to engage in enactive learning (Zimmerman, 2000a). This theoretical construct applies to military distance learners and how they apply these concepts to their self-paced distance learning in a mandatory training environment. This study utilized a nonexperimental correlational research design. The purpose of this study is to extend the current research on military members' use of self-regulated learning strategies in mandatory self-paced distance learning where little or no interaction with the instructor or other students is expected. A convenience sample (N=191) was obtained from students selected to attend a Formal Training Unit located at a military base in the Southeastern portion of the United States. Self-regulated learning provided the predominant conceptual framework for this study. The overarching research question was: What is the relationship between task value, self-efficacy, and control of learning beliefs (independent variables) compared to performance (dependent variable) in a mandatory self-paced distance learning training environment? Two instruments were utilized in this study: the Online Learning Value and Self-Efficacy Scale (OLVSES), and the control of learning beliefs subscale of the Motivated Strategies for Learning Questionnaire (MSLQ). The Spearman rank correlation coefficient (Spearman rho) procedure was used for statistical analysis. The study found no significant relationship between the three independent variables (task value, self-efficacy, and control of learning beliefs) and the independent variable (test scores). Based on the findings, these three factors of self-regulation do not influence performance in a mandatory self-paced distance learning environment. Recommendations for further research suggest other factors of self-regulation be explored to determine a theoretical construct for this learning environment.
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