The relationships among online self-regulated english learning, task value, and academic self-efficacy: the mediating role of the task value

Yossiri Yossatorn1, Nicholas O. Awuor2, Cathy Weng2
1Department of General Education, Faculty of Sciences and Health Technology, Navamindradhiraj University, Bangkok, Thailand
2Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology, Taipei, Taiwan

Tóm tắt

Self-regulation has been found to be the outcomes of motivational beliefs, such as self-efficacy and task value in many previous studies. However, in this study, we suspect that self-regulation can be a motive affecting how nursing students value and formulate their confidence in online learning contexts. This is due to the fact that self-regulation is an ability being trained and developed since early childhood education and that individuals possess self-regulated ability by nature when advancing to a higher educational level, despite at varying levels. It is thus possible to assume that this fundamental ability would serve as a foundation for enhancing one’s learning self-efficacy, confidence, and hardiness especially in a specific professional domain. The present study thus explored college students’ self-regulation as antecedents that predict task value, and academic self-efficacy. Self-regulation and task value positively predicted academic self-efficacy. Moreover, task value yield a positive association with self-regulation and a mediating influence on the relationships between self-regulation and academic self-efficacy. Additionally, goal setting, consequential value, and personal value were found to be strongest predictors of academic self-efficacy. The findings of this study also reveal instructional implications to facilitate students’ self-regulation and motivation for online learning environment.

Tài liệu tham khảo

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