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

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 wer...

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Autores principales:	Tami Im, Minseok Kang
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2019
Materias:	Online learning achievement goal orientation self-regulation test-anxiety self-efficacy participation Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/9b60eaeb811148b5a59661d5a3e6d31e
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spelling	oai:doaj.org-article:9b60eaeb811148b5a59661d5a3e6d31e2021-12-02T17:15:37ZStructural Relationships of Factors Which Impact on Learner Achievement in Online Learning Environment10.19173/irrodl.v20i1.40121492-3831https://doaj.org/article/9b60eaeb811148b5a59661d5a3e6d31e2019-02-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/4012https://doaj.org/toc/1492-3831The 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. Tami ImMinseok KangAthabasca University PressarticleOnline learningachievement goal orientationself-regulationtest-anxietyself-efficacyparticipationSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 20, Iss 1 (2019)
institution	DOAJ
collection	DOAJ
language	EN
topic	Online learning achievement goal orientation self-regulation test-anxiety self-efficacy participation Special aspects of education LC8-6691
spellingShingle	Online learning achievement goal orientation self-regulation test-anxiety self-efficacy participation Special aspects of education LC8-6691 Tami Im Minseok Kang Structural Relationships of Factors Which Impact on Learner Achievement in Online Learning Environment
description	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.
format	article
author	Tami Im Minseok Kang
author_facet	Tami Im Minseok Kang
author_sort	Tami Im
title	Structural Relationships of Factors Which Impact on Learner Achievement in Online Learning Environment
title_short	Structural Relationships of Factors Which Impact on Learner Achievement in Online Learning Environment
title_full	Structural Relationships of Factors Which Impact on Learner Achievement in Online Learning Environment
title_fullStr	Structural Relationships of Factors Which Impact on Learner Achievement in Online Learning Environment
title_full_unstemmed	Structural Relationships of Factors Which Impact on Learner Achievement in Online Learning Environment
title_sort	structural relationships of factors which impact on learner achievement in online learning environment
publisher	Athabasca University Press
publishDate	2019
url	https://doaj.org/article/9b60eaeb811148b5a59661d5a3e6d31e
work_keys_str_mv	AT tamiim structuralrelationshipsoffactorswhichimpactonlearnerachievementinonlinelearningenvironment AT minseokkang structuralrelationshipsoffactorswhichimpactonlearnerachievementinonlinelearningenvironment
_version_	1718381275535900672

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

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