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THE RELATIONSHIP BETWEEN STUDENTS’ COMPUTER SELF-EFFICACY,
SELF-REGULATION, AND ENGAGEMENT IN DISTANCE LEARNING
by
Brandon David Martinez
A Dissertation Presented to the
FACULTY OF THE ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements of the Degree
DOCTOR OF EDUCATION
August 2009
Copyright 2009 Brandon David Martinez
Object Description
| Title | The relationship between students’ computer self-efficacy, self-regulation, and engagement in distance learning |
| Author | Martinez, Brandon David |
| Author email | mookyzaza@gmail.com; brandodm@usc.edu |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education |
| School | Rossier School of Education |
| Date defended/completed | 2009-06-03 |
| Date submitted | 2009 |
| Restricted until | Unrestricted |
| Date published | 2009-08-07 |
| Advisor (committee member) |
O'Neil, Harry Rizzo, Albert |
| Abstract | This study examines the relationship between computer self-efficacy, self-regulation, engagement, and expected achievement for students in distance learning. Prior research on these variables is robust; however, studies specifically on distance learning at the high school level are sparse. While the bulk of research on distance learning has focused on higher education and has mostly looked at the role of self-efficacy and self-regulation, it was predicted that there would be a significant relationship between computer self-efficacy, self-regulation, and engagement at the high school level. To determine of such a relationship existed, students (N=194) were given an online survey that consisted of items from the Web Users Self-Efficacy scale (Eachus & Cassidy, 2006), designed to measure their computer self-efficacy; a modified version of the self-regulation subscale from the Motivated Strategies for Learning Questionnaire (Pintrich & De Groot, 1990), designed to measure their self-regulation; and a modified version of the Feelings About School Inventory (Fredricks, Blumenfeld, Friedel, & Paris, 2005), designed to measure their behavioral, emotional, and cognitive engagement. The results of the analysis indicated that there was a significant relationship between students’ self-regulation and their engagement and expected achievement in distance learning. |
| Keyword | distance education; distance learning; computer self-efficacy; self-regulation; engagement; online learning |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m2536 |
| Rights | Martinez, Brandon David |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | http://www.usc.edu/isd/libraries/services/ask_a_librarian/email/ |
| Filename | etd-Martinez-3120 |
| Archival file | uscthesesreloadpub_Volume23/etd-Martinez-3120.pdf |
Description
| Title | Page 1 |
| Full text | THE RELATIONSHIP BETWEEN STUDENTS’ COMPUTER SELF-EFFICACY, SELF-REGULATION, AND ENGAGEMENT IN DISTANCE LEARNING by Brandon David Martinez A Dissertation Presented to the FACULTY OF THE ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements of the Degree DOCTOR OF EDUCATION August 2009 Copyright 2009 Brandon David Martinez |
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