Hope Self Efficacy And Learning Goal Orientation As A Motivational System In The Adoption Of A Learning Management System Among Community College Faculty
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| Author | : Christa Sayers Wilhite |
| Publisher | : |
| Total Pages | : 232 |
| Release | : 2016 |
| Genre | : |
| ISBN | : |
The purpose of this study was to evaluate the relationship between the motivational belief system components, self-efficacy, learning goal orientation, and hope, during the transition to a new learning management system, as well as the relationship between the motivational belief system and technology adoption. It addressed three research questions: (1a) Are the measures within the Faculty Beliefs Regarding Technology Adoption Scale distinct and reliable? (1b) Are domain specific measures of hope, self-efficacy, and learning goal orientation distinct and reliable? (2) What are the beliefs regarding technology adoption among faculty at community colleges across Mississippi? (3) What is the relationship among hope, self-efficacy, and learning goal orientation and beliefs regarding technology adoption? Participants were full-time and adjunct faculty members at community colleges across Mississippi (N = 288). Results indicated that all measures were reliable and distinct. Community college faculty members were positive in their beliefs regarding technology adoption including comfort with technology, technology use, and institutional support. Females and adjunct faculty members reported greater technology use; older faculty with more teaching experience reported less comfort with technology; and faculty with more online teaching experience reported less institutional support. All motivation measures were positively correlated to all beliefs regarding technology measures. However, a path model revealed that learning goal orientation and hope agency were the only measures that were significantly related to all beliefs regarding technology adoption. Hope pathways was only significantly related to comfort with technology, and self-efficacy was not significantly related to any of the beliefs regarding technology adoption. A discussion of the results and implications for practice follows the findings.
| Author | : Myoungsook Kim |
| Publisher | : |
| Total Pages | : 362 |
| Release | : 2006 |
| Genre | : |
| ISBN | : |
This study explored changes in goal orientations throughout the semester that might be influenced by self efficacy and a sense of classroom community in hybrid courses in which course management systems (CMS) were used. A hybrid course is distinguished from a traditional face-to-face classroom in that there is an extension of the class, and students interact online in addition to face-to-face. Data were gathered from 14 hybrid courses two times during a semester, once at the beginning of the semester and once again at the end, and were analyzed using structural equation modeling (SEM) to investigate the relationships among the variables. Overall, the results indicated that each goal orientation changed throughout the semester, dynamically interacted with one another, and had unique relationship with self efficacy and sense of classroom community. More specifically, first, a sense of classroom community acted as a significant antecedent of goal orientations and mediated the relationship between pre-mastery goal orientation and post-mastery goal orientation. Second, self efficacy, another antecedent of goal orientations, mediated the relationship between pre-performance avoidance goal orientation and post-performance avoidance goal orientation. Third, post-performance approach goal orientation was influenced by sense of classroom community but not by self efficacy whereas post-performance avoidance goal orientation was influenced by self efficacy but not by sense of classroom community. Fourth, the nature of performance approach goal orientation at the beginning of the semester seemed to change throughout the semester as students gain or lose their competence and develop sense of classroom community. The results also showed that the collaborative function of the course management system most significantly contributed to the sense of classroom community in hybrid courses among four categories of functions (information delivery, external links, course materials, and collaborative function). Lastly, the study suggests ways for instructional designers and college teachers to identify and design courses that promote motivation and a sense of classroom community using various CMS functions, thereby enhancing teachers' teaching and student learning.
| Author | : |
| Publisher | : |
| Total Pages | : 568 |
| Release | : 2008 |
| Genre | : Dissertations, Academic |
| ISBN | : |
| Author | : National Academies of Sciences, Engineering, and Medicine |
| Publisher | : National Academies Press |
| Total Pages | : 347 |
| Release | : 2018-09-27 |
| Genre | : Education |
| ISBN | : 0309459672 |
There are many reasons to be curious about the way people learn, and the past several decades have seen an explosion of research that has important implications for individual learning, schooling, workforce training, and policy. In 2000, How People Learn: Brain, Mind, Experience, and School: Expanded Edition was published and its influence has been wide and deep. The report summarized insights on the nature of learning in school-aged children; described principles for the design of effective learning environments; and provided examples of how that could be implemented in the classroom. Since then, researchers have continued to investigate the nature of learning and have generated new findings related to the neurological processes involved in learning, individual and cultural variability related to learning, and educational technologies. In addition to expanding scientific understanding of the mechanisms of learning and how the brain adapts throughout the lifespan, there have been important discoveries about influences on learning, particularly sociocultural factors and the structure of learning environments. How People Learn II: Learners, Contexts, and Cultures provides a much-needed update incorporating insights gained from this research over the past decade. The book expands on the foundation laid out in the 2000 report and takes an in-depth look at the constellation of influences that affect individual learning. How People Learn II will become an indispensable resource to understand learning throughout the lifespan for educators of students and adults.
| Author | : Truman Joseph Gore |
| Publisher | : |
| Total Pages | : 74 |
| Release | : 2014 |
| Genre | : Goal (Psychology) |
| ISBN | : |
The current study examined the interactive effects of goal orientations (the tendencies of an individual to set specific types of goals, i.e., learning or performance goals), and self-efficacy (an evaluation of one's own competence on a task) on self-set goal levels and performance in an academic context. Past research has found that learning goal orientation and self-efficacy are both positively related to the difficulty of self-selected goals and to performance whereas avoid-performance goal orientation is negatively associated with both the difficulty of self-set goals and performance. The current study found that learning goal orientation and self-efficacy were positively related to academic performance in the context of low avoid-performance goal orientation. Further, the study provides evidence of conceptual overlap between the concepts of learning goal orientation and self-efficacy and has practical implications for the implementation of motivation-focused training programs.
| Author | : National Research Council |
| Publisher | : National Academies Press |
| Total Pages | : 504 |
| Release | : 2012-04-26 |
| Genre | : Education |
| ISBN | : 0309219590 |
A high level of literacy in both print and digital media is required for negotiating most aspects of 21st-century life, including supporting a family, education, health, civic participation, and competitiveness in the global economy. Yet, more than 90 million U.S. adults lack adequate literacy. Furthermore, only 38 percent of U.S. 12th graders are at or above proficient in reading. Improving Adult Literacy Instruction synthesizes the research on literacy and learning to improve literacy instruction in the United States and to recommend a more systemic approach to research, practice, and policy. The book focuses on individuals ages 16 and older who are not in K-12 education. It identifies factors that affect literacy development in adolescence and adulthood in general, and examines their implications for strengthening literacy instruction for this population. It also discusses technologies for learning that can assist with multiple aspects of teaching, assessment,and accommodations for learning. There is inadequate knowledge about effective instructional practices and a need for better assessment and ongoing monitoring of adult students' proficiencies, weaknesses, instructional environments, and progress, which might guide instructional planning. Improving Adult Literacy Instruction recommends a program of research and innovation to validate, identify the boundaries of, and extend current knowledge to improve instruction for adults and adolescents outside school. The book is a valuable resource for curriculum developers, federal agencies such as the Department of Education, administrators, educators, and funding agencies.
| Author | : Carol Midgley |
| Publisher | : Routledge |
| Total Pages | : 354 |
| Release | : 2014-04-08 |
| Genre | : Education |
| ISBN | : 1135646740 |
Achievement goal theory has emerged as one of the preeminent approaches to motivation. Goals, Goal Structures, and Patterns of Adaptive Learning presents the findings of a large scale, longitudinal study that use goal theory as the lens through which to examine the relation among achievement goals, the learning context, and students' and teachers' patterns of cognition, affect, and behavior. These results are integrated within the larger literature on goal theory, providing an overview of the research that has been conducted, as well as suggestions that goal theory researchers might want to consider. Written by scholars who are well-known in the field, this book: *provides a comprehensive summary of research related to achievement goal theory--one of the preeminent approaches to motivation today; *presents a detailed overview of research conducted in conjunction with the Patterns of Adaptive Learning Study--a decade-long multi-faceted study employing both quantitative and qualitative methods. A description of the development, reliability, and validity of the Patterns of Adaptive Learning Scales is included. These scales are being used by many researchers using achievement goal theory in this country and internationally; *includes important information about the relevancy of achievement goal theory for an understanding of avoidance behaviors in schools; *describes the relevancy of achievement goal theory for children who are disaffected from school and schooling; and *points to the gaps in research on achievement goal theory, and provides guidance for future research in the field.
| Author | : Cheral Ann Wintling |
| Publisher | : |
| Total Pages | : 0 |
| Release | : 2012 |
| Genre | : |
| ISBN | : |
ABSTRACT: Learner motivational constructs of self-efficacy, self-regulation, and goal orientation in predicting successful student performance in online courses were explored. Thirty-three undergraduate students from the online courses Introduction to Educational Technology and Introduction to Education completed sections of the Motivated Strategies for Learning Questionnaire (MSLQ; Pintrich, Smith, Garcia, & McKeachie, 1991). A multiple regression analysis was performed using the MSLQ responses and final course point's data from 31 of the participants in the two online courses. No significant results for the independent variables of self-efficacy, self-regulation, and goal orientation in predicting student performance in the two online courses were found. Further data analysis found significant positive correlations between the independent variables self-efficacy, self-regulation, and goal orientation.
| Author | : Spencer R. Kimball |
| Publisher | : |
| Total Pages | : 62 |
| Release | : 2018 |
| Genre | : College students |
| ISBN | : |
The purpose of this study was to examine to what extent perceived classroom goal structures are related to students' self-efficacy and personal goal orientation. Specifically, this research examined whether there is a significant relationship between teacher/classroom goal structures and the self-efficacy and personal goal orientation of freshman college students who are just moving out of the high stakes, performance oriented classrooms of the K-12 educational system.
| Author | : Daylene M. Meuschke |
| Publisher | : |
| Total Pages | : 246 |
| Release | : 2005 |
| Genre | : |
| ISBN | : |
