Locus of control, self-efficacy, and task value as predictors of learning outcome in an online university context

2013 ◽  
Vol 62 ◽  
pp. 149-158 ◽  
Author(s):  
Young Ju Joo ◽  
Kyu Yon Lim ◽  
Jiyeon Kim
Keyword(s):  
Locus Of Control ◽  
Self Efficacy ◽  
Learning Outcome ◽  
Task Value ◽  
And Task

scholarly journals Influence of Motivation on Academic Performance among Dental College Students

2019 ◽  
Vol 7 (8) ◽  
pp. 1374-1381 ◽  
Author(s):  
Sultan A. Almalki
Keyword(s):  
Academic Performance ◽  
Self Efficacy ◽  
Dental Students ◽  
Task Value ◽  
Self Report ◽  
Learning Performance ◽  
Learning Beliefs ◽  
Grade Point ◽  
Motivation For Learning ◽  
And Task

AIM: This study aimed to assess the influence of motivation on academic performance among dental undergraduate students. METHODS: A cross-sectional study was carried out among a sample of 187 undergraduate dental students from the main dental colleges in the Riyadh region of Saudi Arabia using an electronic questionnaire. Students’ academic performance was measured by their current grade point average (GPA). Motivation was assessed using the Motivated Strategies for Learning Questionnaire (MSLQ), which is a self-report instrument designed to assess students’ motivational orientations and learning strategies in college, including goals and value beliefs for the studied program (intrinsic, extrinsic goals orientation and task value), beliefs about their skills to succeed in their studies (control of learning beliefs, self-efficacy for learning and performance), and their anxiety about program tests. RESULTS: The results showed positive correlations between GPA and the motivation scale (r = 0.2296, p = 0.0019) and most of its subscales, including self-efficacy for learning performance (r = 0.2997, p = 0.0001), control of learning beliefs (r = 0.2305, p = 0.0021) and task value (r = 0. 2243, p = 0.0021). Test anxiety showed negative correlation with GPA (r = -0.1943, p = 0.0100). Compared to their counterparts, male students, students perceived to be from middle class families and students living with their families were consistently showing significant correlations between GPA and most of the motivation subscales. CONCLUSION: It can be concluded that motivation for learning can influence the academic performance of dental students. This influence can be affected by factors such as sex, socioeconomic factors and family support of the students.

Motivated Strategies for Learning Questionnaire (MSLQ) : An Empirical Analysis of the Value and Expectancy Theory

2006 ◽  
Vol 3 (1) ◽  
pp. 47
Author(s):  
Shu Hui Wee ◽  
Maz Ainy Abdul Azis ◽  
Zarinah Abdul Rasit
Keyword(s):  
Empirical Analysis ◽  
Self Efficacy ◽  
Expectancy Theory ◽  
Task Value ◽  
Accounting Students ◽  
Self Regulated Learning ◽  
Component Task ◽  
Regulated Learning ◽  
The Will ◽  
And Task

One of the purposes of this study is to find the motivated behaviour of Accounting students towards their studies. This study was conducted on UiTM students studying accounting either as a course or as part of another course in Shah Alam. Self-efficacy, the expectancy component of motivation, refers to the confidence of the students 'own capabilities in performing a task. In contrast, the value component, task value relates to the reasons for doing the task. The results indicate that self- regulated learning is inspired by selfefficacy and task value. Students need the skill and knowledge and the will to use them to become self-regulated learners.

Beyond Grades in Online Learning: Adaptive Profiles of Academic Self-Regulation Among Naval Academy Undergraduates

2009 ◽  
Vol 20 (4) ◽  
pp. 568-601 ◽  
Author(s):  
Anthony R. Artino ◽  
Jason M. Stephens
Keyword(s):  
Academic Success ◽  
Self Efficacy ◽  
Self Regulation ◽  
Task Value ◽  
Naval Academy ◽  
Motivational Beliefs ◽  
Achievement Emotions ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
And Task

Educational psychologists have long known that students who are motivated to learn tend to experience greater academic success than their unmotivated counterparts. Using a social cognitive view of self-regulated learning as a theoretical framework, this study explored how motivational beliefs and negative achievement emotions are differentially configured among students in a self-paced online course. Additionally, this study examined how these different motivation-emotion configurations relate to various measures of academic success. Naval Academy undergraduates completed a survey that assessed their motivational beliefs (self-efficacy and task value); negative achievement emotions (boredom and frustration); and a collection of outcomes that included their use of self-regulated learning strategies (elaboration and metacognition), course satisfaction, continuing motivation, and final course grade. Students differed vastly in their configurations of course-related motivations and emotions. Moreover, students with more adaptive profiles (i.e., high motivational beliefs/low negative achievement emotions) exhibited higher mean scores on all five outcomes than their less-adaptive counterparts. Taken together, these findings suggest that online educators and instructional designers should take steps to account for motivational and emotional differences among students and attempt to create curricula and adopt instructional practices that promote self-efficacy and task value beliefs and mitigate feelings of boredom and frustration.

scholarly journals The Influence of Successful MOOC Learners’ Self-Regulated Learning Strategies, Self-Efficacy, and Task Value on Their Perceived Effectiveness of a Massive Open Online Course

2020 ◽  
Vol 21 (3) ◽  
Author(s):  
Daeyeoul Lee ◽  
Sunnie Lee Watson ◽  
William R. Watson
Keyword(s):  
Learning Strategies ◽  
Self Efficacy ◽  
Task Value ◽  
Stepwise Multiple Regression ◽  
Stepwise Multiple Regression Analysis ◽  
Perceived Effectiveness ◽  
Massive Open Online ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
And Task

High dropout rates have been an unsolved issue in massive open online courses (MOOCs). As perceived effectiveness predicts learner retention in MOOCs, instructional design factors that affect it have been increasingly examined. However, self-regulated learning, self-efficacy, and task value have been underestimated from the perspective of instructors even though they are important instructional design considerations for MOOCs. This study investigated the influence of self-regulated learning strategies, self-efficacy, and task value on perceived effectiveness of successful MOOC learners. Three hundred fifty-three learners who successfully completed the Mountain 101 MOOC participated in this study by completing a survey through e-mail. The results of stepwise multiple regression analysis showed that perceived effectiveness was significantly predicted by both self-regulated learning strategies and task value. In addition, the results of another stepwise multiple regression analysis showed that meta-cognitive activities after learning, environmental structuring, and time management significantly predicted perceived effectiveness.

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