Achievement Goal Orientations and Self-Reported Study Strategies as Predictors of Online Studying Activities

Abstract

The purpose of this study was to investigate whether achievement motivations influence the adoption of learning strategies and learning strategies influence studying behavior in an online learning environment. The Goal Orientation Questionnaire was used to measure achievement motives, and the Motivated Strategies for Learning Questionnaire was used to assess learning strategies. In addition, data on how learners tagged and annotated the learning materials were collected using software designed to aid studying and to examine studying behavior. Confirmatory factor analyses were conducted on Goal Orientation Questionnaire data from 170 university students who used the learning software to study a chapter from a textbook. Results showed that task value and effort regulation subscales from the Motivated Strategies for Learning Questionnaire positively predicted the number of notes created. In addition, mastery and performance goals positively predicted task value, and work-avoidance goals negatively predicted effort regulation and task value.

A Preliminary Examination of Doctoral Student Retention Factors in Private Online Workspaces

“…In addition, the study offers preliminary feedback on usage that will help inform further development of the virtual tools for online doctoral students. However, it is equally important to recognize that the use of these tools is driven by other factors, including university curriculum and syllabus requirements (Bean & Eaton, 2000), committee relationships and proactive management of the student (Burkard et al, 2014), and student characteristics, such as personality traits (Bolliger & Erichsen, 2013), achievement goals (Adesope, Zhou, & Nesbit, 2015), persistence, passion, and grit (Wolters & Hussain, 2015), and motivations (Xie & Huang, 2014), amongst other factors. As such, it is impractical to assume that a technological implementation will completely address the issue of doctoral retention; rather, technology provides the means for addressing issues created by geographic, communication, and psychological distances (Moore, 1989).…”

Mapeamento Sistemático sobre Abordagens de Mensuração de Autorregulação da Aprendizagem

“…Da mesma forma, autores como Kinzie (1990); (Adesope, Zhou, & Nesbit, 2015) afirmam que a habilidades de autorregulação é um dos três requisitos críticos para o sucesso do aluno. A utilização eficaz das estratégias de autorregulação da aprendizagem é essencial em situações de ____________________________________________________________________________________________________ V. 14 Nº 1, julho, 2016____________________________________________________________ aprendizagem flexíveis, devido ao alto grau de autonomia exigida do aluno na modalidade a distância, consequência da ausência física do professor.…”

“…Estes construtos foram validados através de análise fatorial confirmatória que buscou avaliar as propriedades psicométricas, por meio da qual os resultados indicam que o instrumento OSLQ é uma medida aceitável de autorregulação nos ambientes de aprendizagem online. (Yukselturk & Bulut, 2009), (Adesope, Zhou, & Nesbit, 2015), (Panadero, Kirschner, Järvelä, Malmberg, & Järvenoja, 2015), (Sanchez-Santillan, Paule-Ruiz, Cerezo, & Alvarez-García, 2016), (Ali, Hatala, Gašević, & Winne, 2014). Este é o questionário mais utilizado na literatura, embora tenha sido construído para ser utilizado em ensino presencial.…”

“…As técnicas de análise mais utilizadas foram análise de regressão e análise fatorial, sendo quatro trabalhos que utilizaram regressão linear (Yukselturk & Bulut, 2009), (Park & Lim, 2015), (You, 2016) e quatro trabalhos que utilizaram análise fatorial confirmatória (Barnard, Lan, To, & Paton, 2009), (Cho & Jonassen, 2009), (Adesope, Zhou, & Nesbit, 2015), (Ali, Hatala, Gašević, & Winne, 2014).…”

“…A abordagem baseada em técnicas provindas da estatística foi a que teve o maior número de trabalhos, nos quais utilizaram técnicas como Testes de Comparação de Médias (Gašević, Adesope, Joksimović, & Kovanović, 2015), (Segedy, Kinnebrew, & Biswas, 2015), Análise Fatorial (Barnard, Lan, To, & Paton, 2009) (Adesope, Zhou, & Nesbit, 2015), (Ali, Hatala, Gašević, & Winne, 2014), e Análise de Regressão Linear (Yukselturk & Bulut, 2009), (Park & Lim, 2015), (You, 2016).…”