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SELF-REGULATION AND ONLINE COURSE SATISFACTION IN HIGH SCHOOL
by
Sara Peterson
_______________________________________________________________________
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
May 2011
Copyright 2011 Sara Peterson
Object Description
| Title | Self-regulation and online course satisfaction in high school |
| Author | Peterson, Sara |
| Author email | sjoypete@earthlink.net; sarapete@usc.edu |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2011-01-14 |
| Date submitted | 2011 |
| Restricted until | Unrestricted |
| Date published | 2011-02-01 |
| Advisor (committee chair) | Hentschke, Guilbert |
| Advisor (committee member) |
Riconscente, Michelle Early, Sean |
| Abstract | The purpose of the current study was to investigate the potential impact of students’ self-regulatory attributes on their experiences with online classes. The six selfregulatory attributes of subject specific self-efficacy, goal orientation, Internet selfefficacy, study environment management, time management and help seeking were examined to determine which of these attributes were predictive of a student’s willingness to enroll in future online classes. The Centinela Valley Union High School District surveyed students enrolled in online credit recovery classes during the fall of 2010. Data was gathered with the Motivated Strategies for Learning Questionnaire and the Internet Self-efficacy Scale in the fall of 2010. This existing data was then analyzed to determine if any relationships existed between the six self-regulatory attributes and a student’s satisfaction with online classes, as measured by the students’ willingness to enroll in future online classes. Data analysis consisted of simple correlations and hierarchical linear regression.; The results revealed that self-efficacy for a specific subject was responsible for 10% of the observed variance in students’ willingness to enroll in future online classes. The findings from this study suggest that a student’s level of confidence with the particular subject they are taking may influence their experience in an online class. The results of the study also suggest that the six self-regulation attributes are a closely related group of variables that can impact students’ experiences with online classes. |
| Keyword | online learning; self-regulation; credit recovery |
| Geographic subject (county) | Los Angeles |
| Geographic subject (state) | California |
| 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-m3633 |
| Rights | Peterson, Sara |
| 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-Peterson-4269 |
| Archival file | uscthesesreloadpub_Volume29/etd-Peterson-4269.pdf |
Description
| Title | Page 1 |
| Full text | SELF-REGULATION AND ONLINE COURSE SATISFACTION IN HIGH SCHOOL by Sara Peterson _______________________________________________________________________ A Dissertation Presented to the FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION May 2011 Copyright 2011 Sara Peterson |
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