[Show abstract][Hide abstract] ABSTRACT: Many scholars have argued that motivation is dynamic and malleable across time and contexts. In this article, we investigated changes in undergraduates’ task value and self-efficacy across an academic semester. Sixty three undergraduate students completed the Motivated Strategies for Learning Questionnaire across five time points in their introductory educational psychology class. We predicted that, across the semester, students’ expressiveness of these constructs would change. Using growth curve modeling, we found both constructs to fluctuate in a cubic fashion. The implications of these findings are discussed.
Universal Journal of Educational Research. 01/2014; 2:10-18.
[Show abstract][Hide abstract] ABSTRACT: Student teachers’ desire to learn is affected by a variety of motivational factors. In this study, the effect of
some internal and external variables on Academic Intrinsic Motivation (AIM) was explored. First, the validity and reliability of the scale of AIM was determined, then the effect on AIM of variables such as grade levels, academic grade point averages, learning environments, and the desire to be a teacher were examined. The research was carried out with 780 student teachers in the fall semester of 2012-13, and a survey model was used for the study. The AIM scale and personal information forms were used to collect data. In order to determine the construct validity of the AIM scale, item analysis, as well as exploratory and confirmatory factor analysis methods, were employed, respectively. In the second phase of the study, descriptive statistics, independent sample t-tests, and one-way analysis of variance (ANOVA) techniques were used for the independent variables. Also, logistic regression analysis was used to compare the variable of student teachers’ desire to be a teacher and their AIM. Results revealed that the AIM scale was comprised of four sub-scales, including a need for achievement, social acceptance, a fear of failure, and mastery. Additionally, the scale was found to be valid and reliable. Furthermore, significant differences were found between student teachers’ AIM and their academic grade point averages, grade levels and their desires to be a teacher. Finally, the study found that student teachers who have medium and high-level AIM have a high likelihood of practicing teaching as a profession in the future.
Educational Sciences: Theory and Practice 01/2014; 14(1):18-26. · 0.29 Impact Factor
[Show abstract][Hide abstract] ABSTRACT: Online learning is student-centered. The online learning environment demands learner-centeredness and self-regulation. The ability of utilizing self-regulatory skills, to set up learning goals, to monitor their learning progress, to seek help when needed and to manage the time are important characteristics of online learners. Recent studies also revealed the effect of self-regulation on student achievement and performance, showing that self-regulated learning is positively related to achievement in online settings. The present study aims to investigate the associations between self-regulated learning and academic achievement in online settings. Another aim was to examine the self-regulated learning skills profiles among learners enrolled in an online course. The participants were undergraduate students at the Faculty of Psychology and Education Sciences, enrolled in online Moodle courses. For an entire semester, students completed their assignments for the statistics course in the Moodle format, including quizzes, formative and summative assessment, forums, and electronic resources. The Online Self-Regulated Learning Questionnaire was administered. We also used a Computer Self Efficacy Scale. The OSLO consists of six subscale constructs, including environment structuring, goal setting, time management, help seeking, task strategies, and self-evaluation in online learning. The scales were translated and adapted in Romanian. The results showed that The Online Self-Regulated Learning Questionnaire - the adapted Romanian version - has good psychometric properties. Results also revealed two groups of students: self-regulated learners and learners with a low level of self-regulation. Self-regulated learning is positively related to achievement for the online courses. The linear regression analysis showed that online self-regulation and computer self-efficacy predict efficiently the grades at the end of the semester, for the online courses.
Future research should also examine other factors, such as epistemological beliefs, computer anxiety, learning motivation which can explain the processes of self-regulated learning in online environments.
The International Scientific Conference eLearning and Software for Education 3: 90-95. Bucharest: "Carol I" National Defence Universi; 01/2014
Data provided are for informational purposes only. Although carefully collected, accuracy cannot be guaranteed. The impact factor represents a rough estimation of the journal's impact factor and does not reflect the actual current impact factor. Publisher conditions are provided by RoMEO. Differing provisions from the publisher's actual policy or licence agreement may be applicable.