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The effect of a self-efficacy in aut...

Ginnings, David L.

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The effect of a self-efficacy in autonomous learning treatment on academic achievement of online doctoral students.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The effect of a self-efficacy in autonomous learning treatment on academic achievement of online doctoral students./
Author:	Ginnings, David L.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
Description:	100 p.
Notes:	Source: Dissertation Abstracts International, Volume: 78-05(E), Section: A.
Contained By:	Dissertation Abstracts International78-05A(E).
Subject:	Educational psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10181519
ISBN:	9781369301045

The effect of a self-efficacy in autonomous learning treatment on academic achievement of online doctoral students.
Ginnings, David L.

The effect of a self-efficacy in autonomous learning treatment on academic achievement of online doctoral students. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 100 p.

Source: Dissertation Abstracts International, Volume: 78-05(E), Section: A.

Thesis (Ed.D.)--Regent University, 2016.

Many learners fail to realize academic achievement in online and blended learning environments because of a failure to execute self-regulatory skills required for self-directed learning. A significant body of research has indicated that self-efficacy mediates many of these self-regulatory processes. The construct of autonomous learning identifies a specific subset of cognitive activities (i.e., resourcefulness, persistence, desire, and initiative) that can be especially valuable in self-directed learning tasks. Recognizing the importance of self-efficacy in autonomous learning, Ponton, Derrick, Hall, Rhea, and Carr (2005) developed the Appraisal of Learner Autonomy (ALA) to further research the causal role of self-efficacy in autonomous learning. The purpose of this study was to determine whether a treatment can increase an online learner's self-efficacy in autonomous learning and to observe the effect of the treatment on academic achievement. A quantitative pretest--posttest control group experimental design was used to measure the effect of a self-efficacy in autonomous learning treatment and observe the influence on final exam scores. The population consisted of doctoral students taking an online Education Statistics course. Of the 41 students who were in the experimentally accessible population, 22 participated in the study (10 in the experimental group and 12 in the control group). The treatment consisted of three parts: a video, a discussion, and an email. Each of the three parts of the treatment were drawn from Bandura's (1997) sources of efficacy information (i.e., enactive mastery experiences, vicarious experiences, verbal persuasion, and physiological and affective states). Only the experimental group was exposed to the treatment. A one-way between-subjects analysis of covariance was selected to evaluate a difference in mean ALA posttest scores after controlling for ALA pretest scores and evaluate a difference in final exam scores. The null hypothesis tests indicated that neither the change in ALA score nor the difference in final exam scores were statistically significant. However, due to the low power of the inferential test, the descriptive statistics and confidence intervals suggested an increase in self-efficacy in autonomous learning between the pretest and posttest, especially among the lower bound of the experimental group, and, on average, the experimental group performed better on the final exam than the control group.

ISBN: 9781369301045Subjects--Topical Terms:

517650
Educational psychology.

The effect of a self-efficacy in autonomous learning treatment on academic achievement of online doctoral students.
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520 $a Many learners fail to realize academic achievement in online and blended learning environments because of a failure to execute self-regulatory skills required for self-directed learning. A significant body of research has indicated that self-efficacy mediates many of these self-regulatory processes. The construct of autonomous learning identifies a specific subset of cognitive activities (i.e., resourcefulness, persistence, desire, and initiative) that can be especially valuable in self-directed learning tasks. Recognizing the importance of self-efficacy in autonomous learning, Ponton, Derrick, Hall, Rhea, and Carr (2005) developed the Appraisal of Learner Autonomy (ALA) to further research the causal role of self-efficacy in autonomous learning. The purpose of this study was to determine whether a treatment can increase an online learner's self-efficacy in autonomous learning and to observe the effect of the treatment on academic achievement. A quantitative pretest--posttest control group experimental design was used to measure the effect of a self-efficacy in autonomous learning treatment and observe the influence on final exam scores. The population consisted of doctoral students taking an online Education Statistics course. Of the 41 students who were in the experimentally accessible population, 22 participated in the study (10 in the experimental group and 12 in the control group). The treatment consisted of three parts: a video, a discussion, and an email. Each of the three parts of the treatment were drawn from Bandura's (1997) sources of efficacy information (i.e., enactive mastery experiences, vicarious experiences, verbal persuasion, and physiological and affective states). Only the experimental group was exposed to the treatment. A one-way between-subjects analysis of covariance was selected to evaluate a difference in mean ALA posttest scores after controlling for ALA pretest scores and evaluate a difference in final exam scores. The null hypothesis tests indicated that neither the change in ALA score nor the difference in final exam scores were statistically significant. However, due to the low power of the inferential test, the descriptive statistics and confidence intervals suggested an increase in self-efficacy in autonomous learning between the pretest and posttest, especially among the lower bound of the experimental group, and, on average, the experimental group performed better on the final exam than the control group.
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