Structural Relationships of Factors Which Impact on Learner Achievement in Online Learning Environment

Abstract

The purpose of this study is to identify relationships of learners’ achievement goal orientation, self-regulation, test-anxiety, self-efficacy, participation, satisfaction, and achievement in online learning environments in Korea. A total of 1,832 student responses from a Korean cyber university were used to find structural relationships of factors. Causal relationships among various variables are provided as results of this study. Achievement goal orientation –approach, self-regulated learning, test-anxiety, and self-efficacy, were positively related to participation; however, achievement goal orientation-avoidance was negatively related to participation. Test-anxiety was directly related to learning achievement and it was found that participation affected learning satisfaction and learning achievement. It was also revealed that learning satisfaction was related to learning achievement. Results of this study suggest that a comprehensive management of learners’ psychological variables, such as achievement goal orientation, self-regulation, test-anxiety, self-efficacy for designing, and managing online learning environments is important to online learning organizations, instructors, and administrators for better learner support.

Students’ motivational beliefs and strategies, perceived immersion and attitudes towards science learning with immersive virtual reality: A partial least squares analysis

“…For example, Yukselturk and Bulut (2007) reported that students’ self‐regulated learning ability (eg, setting learning goals or monitoring their learning process) is a key factor in achieving success in online courses. Similar findings were also documented in recent studies (Im & Kang, 2019). Moreover, self‐regulatory skills (eg, adapting cognitive strategies for learning or reflecting on learning tasks) were found to be significantly related to learners’ engagement (Sun & Rueda, 2012) and information searching behaviors (Cheng, Liang, & Tsai, 2013) when involved in online learning.…”

How College Students’ Achievement Goal Orientations Predict Their Expected Online Learning Outcome: The Mediation Roles of Self-Regulated Learning Strategies and Supportive Online Learning Behaviors

“…However, PAV goals negatively predicted students' nonposting behavior and perceived learning in online courses. Im and Kang (2019) concluded that only avoidance goals were negatively related to online participation, satisfaction, and achievement.…”

Doctoral Students’ Learning Success in Online-Based Leadership Programs: Intersection With Technological and Relational Factors

“…The success of the doctoral student is typically culminated by the completion of the dissertation and the attainment of the doctoral degree. However, a deeper exploration of student success addresses academic achievement; engagement in educationally purposeful activities; satisfaction; acquisition of desired knowledge, skills, and competencies; persistence; attainment of educational objectives; and post-college performance (Im & Kang, 2019;Kuh, Kinzie, Schuh, & Whitt, 2010). While educational "success" has been broadly and often studied, York, Gibson, and Rankin (2015) acknowledged a lack of comprehensive instrumentation for measuring success outside of academic achievements such as grades, GPA, and degree attainment.…”