Motivational beliefs and perceptions of instructional quality: predicting satisfaction with online training.
Many would agree that learning on the Web - a highly autonomous learning environment - may be difficult for individuals who lack motivation and self-regulated learning skills. Using a social cognitive view of academic motivation and self-regulation, the objective of the present study was to investig...
| Published in: | Journal of Computer Assisted Learning Vol. 24; no. 3; pp. 260 - 271 |
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| Format: | research tables/charts Journal Article |
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Wiley-Blackwell
Jun2008
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=105344568&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 105344568 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Jun2008 vid: 24 iid: 3 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 105344568 105344568 2010457708 10.1111/j.1365-2729.2007.00258.x 105344568 ppf: 260 ppct: 11 formats: tig: atl: Motivational beliefs and perceptions of instructional quality: predicting satisfaction with online training. aug: au: Artino A affil: Cognition and Instruction Program, Department of Educational Psychology, Neag School of Education, University of Connecticut, 249 Glenbrook Road, Unit 2064, Storrs, CT 06269, USA. Email: tony_artino@yahoo.com sug: subj: Education, Non-Traditional Psychosocial Factors Internet Motivation Student Satisfaction Adult Convenience Sample Descriptive Statistics Education, Baccalaureate Female Male Outcomes of Education Pearson's Correlation Coefficient Regression Self Regulation Self-Efficacy Students, College United States United States Navy Human Adult: 19-44 years Female Male ab: Many would agree that learning on the Web - a highly autonomous learning environment - may be difficult for individuals who lack motivation and self-regulated learning skills. Using a social cognitive view of academic motivation and self-regulation, the objective of the present study was to investigate the relations between students' motivational beliefs, their perceptions of the learning environment and their satisfaction with a self-paced, online course. Service academy undergraduates ( n = 646) completed a questionnaire following online training. Pearson correlations indicate that task value, self-efficacy and perceived instructional quality were significantly positively related to each other and to students' overall satisfaction with the self-paced, online course. Additionally, results from a three-step hierarchical regression reveal that task value, self-efficacy and instructional quality were significant positive predictors of students' satisfaction; the final regression model accounted for approximately 54% of the variance in the outcome measure. These findings support and extend prior research in traditional classrooms and online education in university settings, indicating that military students' motivational beliefs about a learning task and their perceptions of instructional quality are related, in important ways, to their overall satisfaction with online instruction. Educational implications and suggestions for future research are discussed. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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