The Relationships Between Self-Efficacy, Task Value, and Self-Regulated Learning Strategies in Massive Open Online Courses

This study examines the relationships between self-efficacy, task value, and the use of self-regulated learning strategies by massive open online course (MOOC) learners from a social cognitive perspective. A total of 184 participants who enrolled in two MOOCs completed surveys. The results of Pears...

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Autores principales:	Daeyeoul Lee, Sunnie Lee Watson, William R Watson
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2020
Materias:	self-regulated learning self-efficacy task value massive open online courses MOOCs social cognitive perspective Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/ab6bb35da027492a8fd4280d6f4b5730
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spelling	oai:doaj.org-article:ab6bb35da027492a8fd4280d6f4b57302021-12-02T19:26:00ZThe Relationships Between Self-Efficacy, Task Value, and Self-Regulated Learning Strategies in Massive Open Online Courses10.19173/irrodl.v20i5.43891492-3831https://doaj.org/article/ab6bb35da027492a8fd4280d6f4b57302020-01-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/4389https://doaj.org/toc/1492-3831 This study examines the relationships between self-efficacy, task value, and the use of self-regulated learning strategies by massive open online course (MOOC) learners from a social cognitive perspective. A total of 184 participants who enrolled in two MOOCs completed surveys. The results of Pearson’s correlation analysis show a positive correlation between self-efficacy and the use of self-regulated learning strategies, as well as a positive correlation between task value and the use of self-regulated learning strategies. The results of hierarchical multiple regression analysis show that self-efficacy and task value are significant predictors of the use of self-regulated learning strategies. There was a statistically significant difference in the use of self-regulated learning strategies between learners who possessed high self-efficacy and those who possessed low self-efficacy. In addition, learners who had high task value showed statistically significant higher average self-regulated learning scores than those who had low task value. Implications and future research directions are discussed based on the findings. Daeyeoul LeeSunnie Lee WatsonWilliam R WatsonAthabasca University Pressarticleself-regulated learningself-efficacytask valuemassive open online coursesMOOCssocial cognitive perspectiveSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 21, Iss 1 (2020)
institution	DOAJ
collection	DOAJ
language	EN
topic	self-regulated learning self-efficacy task value massive open online courses MOOCs social cognitive perspective Special aspects of education LC8-6691
spellingShingle	self-regulated learning self-efficacy task value massive open online courses MOOCs social cognitive perspective Special aspects of education LC8-6691 Daeyeoul Lee Sunnie Lee Watson William R Watson The Relationships Between Self-Efficacy, Task Value, and Self-Regulated Learning Strategies in Massive Open Online Courses
description	This study examines the relationships between self-efficacy, task value, and the use of self-regulated learning strategies by massive open online course (MOOC) learners from a social cognitive perspective. A total of 184 participants who enrolled in two MOOCs completed surveys. The results of Pearson’s correlation analysis show a positive correlation between self-efficacy and the use of self-regulated learning strategies, as well as a positive correlation between task value and the use of self-regulated learning strategies. The results of hierarchical multiple regression analysis show that self-efficacy and task value are significant predictors of the use of self-regulated learning strategies. There was a statistically significant difference in the use of self-regulated learning strategies between learners who possessed high self-efficacy and those who possessed low self-efficacy. In addition, learners who had high task value showed statistically significant higher average self-regulated learning scores than those who had low task value. Implications and future research directions are discussed based on the findings.
format	article
author	Daeyeoul Lee Sunnie Lee Watson William R Watson
author_facet	Daeyeoul Lee Sunnie Lee Watson William R Watson
author_sort	Daeyeoul Lee
title	The Relationships Between Self-Efficacy, Task Value, and Self-Regulated Learning Strategies in Massive Open Online Courses
title_short	The Relationships Between Self-Efficacy, Task Value, and Self-Regulated Learning Strategies in Massive Open Online Courses
title_full	The Relationships Between Self-Efficacy, Task Value, and Self-Regulated Learning Strategies in Massive Open Online Courses
title_fullStr	The Relationships Between Self-Efficacy, Task Value, and Self-Regulated Learning Strategies in Massive Open Online Courses
title_full_unstemmed	The Relationships Between Self-Efficacy, Task Value, and Self-Regulated Learning Strategies in Massive Open Online Courses
title_sort	relationships between self-efficacy, task value, and self-regulated learning strategies in massive open online courses
publisher	Athabasca University Press
publishDate	2020
url	https://doaj.org/article/ab6bb35da027492a8fd4280d6f4b5730
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The Relationships Between Self-Efficacy, Task Value, and Self-Regulated Learning Strategies in Massive Open Online Courses

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