Internet Self-Efficacy, Self-Regulation, and Student Performance: African-American Adult Students in Online Learning

Autor/inn/en	Kuo, Yu-Chun; Tseng, Hungwei; Kuo, Yu-Tung
Titel	Internet Self-Efficacy, Self-Regulation, and Student Performance: African-American Adult Students in Online Learning
Quelle	In: International Journal on E-Learning, 19 (2020) 2, S.161-180 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1537-2456
Schlagwörter	Internet; Self Efficacy; Self Management; African American Students; Electronic Learning; Academic Achievement; Web Based Instruction; Online Courses; Computer Literacy; Continuing Education; Adult Students; Learning Strategies; Questionnaires; Gender Differences; Age Differences; Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Selbstmanagement; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Schulleistung; Web Based Training; Online course; Online-Kurs; Computerkenntnisse; Weiterbildung; Adult; Adults; Erwachsenenalter; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Fragebogen; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied
Abstract	The paper intended to investigate adult students' Internet self-efficacy, self-regulation, and performance in online learning environments. The relationships between these variables and the effect of student characteristics on Internet self-efficacy and self-regulation were explored. The participants of this study were African American students from a university in the United States. They participated in two web-based research courses offered in summer. Data were collected through an online survey and were analyzed by a quantitative approach. The results showed Internet self-efficacy was positively related to self-regulation at a significant level. Internet self-efficacy and self-regulation differed significantly in terms of student performance. The differences of gender and age did not have a significant impact on Internet self-efficacy and self-regulation. Discussions and implications were addressed according to the major findings of this study. (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 719, Waynesville, NC 28786. Tel: 828-246-9558; Fax: 828-246-9557; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01