The impact of the social context on value and expectancy beliefs in an online graduate program: The role of social presence.
This study examines the influence of perceived social presence on online graduate students' value and expectancy beliefs. Forty‐nine participants enrolled in an online teacher leadership graduate program completed questionnaires that measured perceived social presence and value and expectancy belief...
| Publicado en: | Journal of Computer Assisted Learning Vol. 37; no. 2; pp. 333 - 346 |
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| Formato: | research tables/charts Journal Article |
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Wiley-Blackwell
Apr2021
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=149219003&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 149219003 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Apr2021 vid: 37 iid: 2 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 149219003 145905313 149219003 149219003 10.1111/jcal.12492 149219003 ppf: 333 ppct: 13 formats: tig: atl: The impact of the social context on value and expectancy beliefs in an online graduate program: The role of social presence. aug: au: Edwards, Ordene V. affil: Department of Psychological Science, Kennesaw State University, Kennesaw Georgia, sug: subj: Online Education Education, Masters Social Behavior Interpersonal Relations Student Attitudes Evaluation Motivation Success Human Leadership Education Teachers Questionnaires Students, Graduate Adult Middle Age Female Male Psychological Theory Computer-Assisted Instruction Summated Rating Scaling Simple Linear Regression Descriptive Statistics Coefficient alpha Confidence Intervals Funding Source Adult: 19-44 years Middle Aged: 45-64 years Female Male ab: This study examines the influence of perceived social presence on online graduate students' value and expectancy beliefs. Forty‐nine participants enrolled in an online teacher leadership graduate program completed questionnaires that measured perceived social presence and value and expectancy beliefs. A series of simple linear regression analyses revealed that social presence positively predicted students' value for online learning. Social presence did not predict participants' expectations of future success in teacher leadership. Results partially supported the assumption of the expectancy‐value model that motivational beliefs are influenced by the information students receive from social partners. Moreover, the study tested and confirmed the application of the model in online settings and for students pursuing graduate education. Lay Description: What is already known about this topic: Value and expectancy motivational beliefs are influenced by perceptions of the classroom social climate.In online learning environments, social presence characterizes the classroom social climate.Existing studies mostly examine the social determinants of value and expectancy beliefs of children in K‐12 face‐to‐face educational settings.The role of social presence in shaping value and expectancy beliefs in fully online graduate programs needs more empirical attention. What this paper adds: A study that examined the impact of social presence on value and expectancy beliefs of online students pursuing graduate education.Social presence predicts value beliefs in online graduate students.Social presence is a social determinant of motivational beliefs. Implications for practice and/or policy: Promotes more careful attention to social presence and motivation in online graduate programs.Identifies social presence as a legitimate social precursor to value and expectancy beliefs.Broadens the scope of research on social determinants of motivational beliefs. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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