Influence of academic self-regulation, critical thinking, and age on online graduate students’ academic help-seeking

Dunn, Karee E.; Rakes, Glenda C.; Rakes, Thomas A.

doi:10.1080/01587919.2014.891426

Cited by 54 publications

(38 citation statements)

References 39 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Age is another personal factor that has been studied in relation to help-seeking. Dunn, Rakes, and Rakes (2014) found in a study of distance education students, there was an inverse relationship between age and help-seeking. Older students were less likely to seek help than younger students.…”

Section: Background and Research Questionsmentioning

confidence: 87%

Student help-seeking attitudes and behaviors in a digital era

Qayyum

2018

Int J Educ Technol High Educ

View full text Add to dashboard Cite

This study examines college students' attitudes and habits for seeking academic help. Students preferences for seeking academic help via digital and non-digital technologies are identified (N = 438). Students' attitudes about seeking help are also analyzed. Factor analysis results indicate six attitudinal factors motivated students to seek help from peers and instructors: students' perceived usefulness of their peers; trust of peers; their perception of instructors; preference to work independently; overall perception of the course; and, perceived threat (i.e. sense of vulnerability about their ability). Overwhelmingly, students prefer to seek help from classmates rather than instructors. Due to the cohort model of the programs-where students take all or most their courses with the same students throughout the program-they seek help more in person than via using digital resources (texting, social media). Multiple linear regression analysis indicates that perceived threat, perception of instructors, and students' preference to work independently, are significant in predicting whether students sought help from instructors outside of class. Implications of these findings are discussed.

show abstract

Section: Background and Research Questionsmentioning

confidence: 87%

Student help-seeking attitudes and behaviors in a digital era

Qayyum

2018

Int J Educ Technol High Educ

View full text Add to dashboard Cite

show abstract

“…In addition, such a promotion proves beneficial for academic performances (Blair & Razza, 2007;Diamond, 2016;Rimm-Kaufman, Gurby, Grimm, Nathason, & Brock, 2009). Moffitt and colleagues (2011) consider that an early improvement in these metacognitive skills and abilities leads to a better development and educational outcomes (see also Butler, 2004;Butler & Schnellert, 2012;Dunn, Rakes, & Rakes, 2014;Hidi & Ainly, 2008;Kitsantas, Steen, & Huie, 2017).…”

Section: Metacognition and Self-regulated Learning In The Early Yearsmentioning

confidence: 99%

Improving Metacognitive Abilities As An Important Prerequisite for Self-Regulated Learning in Preschool Children

Dörr

Perels

2019

iejee

View full text Add to dashboard Cite

Metacognition is a crucial prerequisite for self-regulated learning and refers to the knowledge and the regulation of cognitive processes. Several authors argue that children at preschool age can use initial metacognitive control strategies and monitor their learning activities. This fact will create the conditions for promoting metacognitive activities at an early stage. The development of these activities at this age is influenced by several contextual factors, such as home or school environments. Essential caregivers exert a strong influence in terms of the development of metacognitive abilities. In view of this above 137 children participated in an intervention study aiming to improve metacognitive skills, along with their important caregivers such as parents and kindergarten teachers. Training concepts were designed that combined different kinds of interventions: a direct age-appropriate training of the preschoolers and two indirect interventions catered to parents and kindergarten teachers. The aim of this study was to analyze which training condition is more effective in improving metacognitive skills. We assumed that preschoolers who are consistently supported in their self-regulated learning in kindergarten and at home would benefit the most. Based on our data, we could partly confirm this hypothesis.

show abstract

“…Often, academic self-regulation correlates with students' perception of community within their online classroom and the adequacy of communication from professors (Dunn, Rakes & Rakes, 2014). Noting the importance of the social aspects of learning, Cho and Kim (2013) focused on self-regulation for online interaction in their study, arguing that there was sufficient evidence to support the relevance of online interaction to student outcomes including student satisfaction, perceived learning, and social presence (see also Richardson, Maeda, Lv, & Cascurlu, 2017).…”

Section: Literature Reviewmentioning

confidence: 99%

Mid-Career Adult Learners in an Online Doctoral Program and the Drivers of Their Academic Self-Regulation

Williams

Wall

Fish

2019

IRRODL

View full text Add to dashboard Cite

Adult professionals enroll in online graduate programs and rely on social support and on their ability to self-regulate to be successful. The literature on academic self-regulation among emerging adults (traditional college age) is ample, but we do not know how social support interacts with academic self-regulation among adult graduate students at mid-career, particularly among those students who are first generation college goers. This study addressed the following questions: (1) To what degree do parental education level and cohort progression predict academic self-regulation? and (2) What sources of social support – family, friends, loved one (significant other), and classmates – are predictive of academic self-regulation for adult students in an online doctoral program? Findings include evidence that the influence of parental educational level on academic self-regulation persists through midlife. Also, that perceived social support from family, friends, and peers predicts academic self-regulation. We conclude with implications for the design of online programs.

show abstract

Influence of academic self-regulation, critical thinking, and age on online graduate students’ academic help-seeking

Cited by 54 publications

References 39 publications

Student help-seeking attitudes and behaviors in a digital era

Student help-seeking attitudes and behaviors in a digital era

Improving Metacognitive Abilities As An Important Prerequisite for Self-Regulated Learning in Preschool Children

Mid-Career Adult Learners in an Online Doctoral Program and the Drivers of Their Academic Self-Regulation

Contact Info

Product

Resources

About