View : 74 Download: 0
Self-efficacy for self-regulated learning, academic self-efficacy, and internet self-efficacy in web-based instruction
- Self-efficacy for self-regulated learning, academic self-efficacy, and internet self-efficacy in web-based instruction
- Joo Y.-J.; Bong M.; Choi H.-J.
- Ewha Authors
- SCOPUS Author ID
- Issue Date
- Journal Title
- Educational Technology Research and Development
- Educational Technology Research and Development vol. 48, no. 2, pp. 5 - 17
- SSCI; SCOPUS
- Document Type
- Effects of student motivation on performance in Web-based instruction (WBI) were examined. In particular, applicability of the self-efficacy theory to WBI contexts was tested. A total of 152 junior high school students in Seoul, Korea, participated in WBI during regular science classes. Participants completed motivational surveys before the onset of WBI and took the written and search tests at the end of WBI. Path analyses revealed that students' self-efficacy for self-regulated learning positively related to their academic self-efficacy, strategy use, and Internet self-efficacy. Academic self-efficacy predicted students' performance on the written test, which comprised problems on topics covered during the previous WBI sessions. Students' scores on the WBI search test were significantly and positively predicted by their self-efficacy in using the Internet. More interesting, students' academic self-efficacy beliefs were not able to predict their search test performance, whereas students' Internet self-efficacy beliefs were not able to predict their written test performance.
- Appears in Collections:
- 사범대학 > 교육공학과 > Journal papers
- Files in This Item:
There are no files associated with this item.
- RIS (EndNote)
- XLS (Excel)
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.