The relationship between self-regulated learning behaviors and academic performance in web-based courses

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dc.contributor.authorCobb, Robert Jr.en
dc.contributor.committeechairMoore, David M.en
dc.contributor.committeememberBurton, John K.en
dc.contributor.committeememberHolmes, Glen A.en
dc.contributor.committeememberGlenz, Nancyen
dc.contributor.committeememberLockee, Barbara B.en
dc.contributor.departmentTeaching and Learningen
dc.date.accessioned2014-03-14T20:08:20Zen
dc.date.adate2003-03-25en
dc.date.available2014-03-14T20:08:20Zen
dc.date.issued2003-03-19en
dc.date.rdate2004-03-26en
dc.date.sdate2003-03-21en
dc.description.abstractThis study investigated self-regulated learning behaviors and their relationships with academic performance in web-based courses. The participants (n = 106) were distance learners taking humanities and technical coursed offered by a community college in Virginia. Data was collected using 28 items from the Motivated Strategies for Learning Questionnaire and 5 demographically related items. Data analysis included factor analyses, multivariate analysis of variance, and regression analyses. The employment of self-regulated learning behaviors differed between humanities and technical courses (p = .0138). Time and study environment management (p = .0009) and intrinsic goal orientation (p = .0373) categories reported significant findings in their relationship to academic performance. The factors affiliated with time and study environment management and intrinsic goal orientation were used as predictors in the development of a mathematical formula used to predict academic success in a web-based course. These predictors explain 21 percent of the variance in the academic success rating calculated using the mathematical formula developed from this study.en
dc.description.degreePh. D.en
dc.identifier.otheretd-03212003-130332en
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-03212003-130332/en
dc.identifier.urihttp://hdl.handle.net/10919/26469en
dc.publisherVirginia Techen
dc.relation.haspartsrlonline_dissertation.pdfen
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subjectdistance learningen
dc.subjectdistance educationen
dc.subjectself-regulationen
dc.subjectself-regulated learningen
dc.titleThe relationship between self-regulated learning behaviors and academic performance in web-based coursesen
dc.typeDissertationen
thesis.degree.disciplineCurriculum and Instructionen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.leveldoctoralen
thesis.degree.namePh. D.en

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