Academic motivation and self-regulation: A comparative analysis of undergraduate and graduate students learning online

Internet and Higher Education

Volumn 12, Issue 3-4, 2009, Pages 146-151

  Artino Jr , Anthony R ^a   Stephens, Jason M ^b  

^a Uniformed Services University of the Health Sciences and the Walter Reed National Military Medical Center   (United States)

^b UNIVERSITY OF CONNECTICUT   (United States)

Author keywords

Developmental differences; e Learning; Higher education; Online learning; Self regulated learning; Web based education

Indexed keywords

COMPARATIVE ANALYSIS; CRITICAL THINKING; DEEP PROCESSING; GRADUATE STUDENTS; HIGHER EDUCATION; LOGISTIC REGRESSION ANALYSIS; ONLINE COURSE; ONLINE LEARNING; ONLINE LEARNING ENVIRONMENT; POTENTIAL DIFFERENCE; SELF EFFICACY; SELF-REGULATED LEARNING; WEB-BASED EDUCATION;

E-LEARNING; MOTIVATION; REGRESSION ANALYSIS;

STUDENTS;

EID: 74249103943     PISSN: 10967516     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.iheduc.2009.02.001     Document Type: Article

References (39)

1. Abrami P.C., and Bernard R.M. Research on distance education: In defense of field experiments. Distance Education 24 (2006) 5-26
2. Allen I.E., and Seaman J. Staying the course: Online education in the United States (2008). http://www.sloan-c.org/publications/ 2008. Retrieved November 20, 2008, from http://www.sloan-c.org/publications/survey/pdf/staying_the_course.pdf
3. Anderson T., Rourke L., Garrison D.R., and Archer W. Assessing teaching presence in a computer conferencing context. Journal of Asynchronous Learning Networks 5 2 (2001) 1-17
4. Azevedo R. Using hypermedia as a metacognitive tool for enhancing student learning? The role of self-regulated learning. Educational Psychologist 40 (2005) 199-209
5. Bandura A. Self-efficacy: The exercise of control (1997), W. H. Freeman and Company, New York
6. Bangert A.W. The seven principles of good practice: A framework for evaluating online teaching. Internet and Higher Education 7 (2004) 217-232
7. Bannan-Ritland B. The role of design in research: The integrative learning design framework. Educational Researcher 32 1 (2003) 21-24
8. Bernard R.M., Abrami P.C., Lou Y., Borokhovski E., Wade A., Wozney L., et al. How does distance education compare with classroom instruction? A meta-analysis of the empirical literature. Review of Educational Research 74 (2004) 379-439
9. In: Boekaerts M., Pintrich P.R., and Zeidner M. (Eds). Handbook of self-regulation (2000), Academic, San Diego
10. Christopher M.M., Thomas J.A., and Tallent-Runnels M.K. Raising the bar: Encouraging high level thinking in online discussion forums. Roeper Review 26 3 (2004) 166-171
11. Cohen J. Statistical power analysis for the behavioral sciences. 2nd ed. (1988), Lawrence Earlbaum Associates, Hillsdale, NJ
12. Dabbagh N., and Bannan-Ritland B. Online learning: Concepts, strategies, and application (2005), Pearson Education, Inc., Upper Saddle River, NJ
13. Dabbagh N., and Kitsantas A. Supporting self-regulation in student-centered Web-based learning environments. International Journal on E-Learning 3 1 (2004) 40-47
14. Davis E.A., and Linn M.C. Scaffolding students' knowledge integration: Prompt for reflection in KIE. International Journal of Science Education 22 (2000) 819-837
15. Ferrari J., Parker J., and Ware C. Academic procrastination: Personality correlates with Myers-Briggs types, self-efficacy, and academic locus of control. Journal of Social Behavior and Personality 7 (1992) 495-502
16. Garrison D.R., Anderson T., and Archer W. Critical thinking and computer conferencing: A model and tool to access cognitive presence. American Journal of Distance Education 15 1 (2001) 7-23
17. Graham S., and Weiner B. Theories and principles of motivation. In: Berliner D., and Calfee R. (Eds). Handbook of educational psychology (1996), Macmillan, New York 63-84
18. Green J.A., and Azevedo R. A theoretical review of Winne and Hadwin's model of self-regulated learning: New perspectives and directions. Review of Educational Research 77 (2007) 334-372
19. Larreamendy-Joerns J., and Leinhardt G. Going the distance with online education. Review of Educational Research 76 (2006) 567-605
20. Liu X., Bonk C.J., Magjuka R.J., Lee S., and Su B. Exploring four dimensions of online instructor roles: A program level case study. Journal of Asynchronous Learning Networks 9 4 (2005) 29-48
21. Locke E.A., and Latham G.P. A theory of goal setting and task performance (1990), Prentice-Hall, Englewood Cliffs, NJ
22. Maehr M. Continuing motivation: An analysis of a seldom considered educational outcome. Review of Educational Research 46 3 (1976) 443-462
23. McLoughlin C. Learner support in distance and networked learning environments: Ten dimensions for successful design. Distance Education 23 (2002) 149-162
24. Menard S. Coefficients of determination for multiple logistic regression analysis. The American Statistician 54 1 (2000) 17-24
25. Moore M.G., and Kearsley G. Distance education: A systems view. 2nd ed. (2005), Wadsworth, Belmont, CA
26. Pintrich P.R. The role of motivation in promoting and sustaining self-regulated learning. International Journal of Educational Research 31 (1999) 459-470
27. Pintrich P.R. The role of goal orientation in self-regulated learning. In: Boekaerts M., Pintrich P.R., and Zeidner M. (Eds). Handbook of self-regulation (2000), Academic, San Diego 451-502
28. Pintrich P.R. A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology 95 (2003) 667-686
29. Pintrich P.R., Smith D.A.F., Garcia T., and McKeachie W.J. Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MSLQ). Educational and Psychological Measurement 53 (1993) 801-813
30. Schunk D.H., Pintrich P.R., and Meece J.L. Motivation in education: Theory, research, and applications. 3rd ed. (2008), Pearson Education, Upper Saddle River, NJ
31. In: Schunk D.H., and Zimmerman B.J. (Eds). Self-regulated learning: From teaching to self-reflective practice (1998), The Guilford Press, New York
32. In: Schunk D.H., and Zimmerman B.J. (Eds). Motivation and self-regulated learning: Theory, research, and applications (2008), Lawrence Erlbaum Associates, New York
33. Shadish W.R., Cook T.D., and Campbell D.T. Experimental and quasi-experimental designs for generalized causal inference (2002), Houghton-Mifflin, Boston
34. Shea P., Li C.S., Swan K., and Pickett A. Developing learning community in online asynchronous college courses: The role of teaching presence. Journal of Asynchronous Learning Networks 9 4 (2005) 59-82
35. Tallent-Runnels M.K., Thomas J.A., Lan W.Y., Cooper S., Ahern T.C., Shaw S.M., et al. Teaching courses online: A review of the research. Review of Educational Research 76 (2006) 93-135
36. Wang S., and Lin S.S.J. The application of social cognitive theory to web-based learning through NetPorts. British Journal of Educational Technology 38 (2007) 600-612
37. Whipp J.L. Scaffolding critical reflection in online discussions: Helping prospective teachers think deeply about field experiences in urban schools. Journal of Teacher Education 54 (2003) 321-333
38. Wolters C.A. Understanding procrastination from a self-regulated learning perspective. Journal of Educational Psychology 95 (2003) 179-187
39. Wolters C.A. Advancing achievement goal theory: Using goal structures and goal orientations to predict students' motivation, cognition, and achievement. Journal of Educational Psychology 96 (2004) 236-250