Volume 9, Issue 2 (6-2024)
IJREE 2024, 9(2): 90-104 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Nejati R. The Place of Self-efficacy and Self-regulation in Reading Comprehension in Online Classes. IJREE 2024; 9 (2)
URL: http://ijreeonline.com/article-1-927-en.html
URL: http://ijreeonline.com/article-1-927-en.html
Shahid Rajaee Teacher Training University
Abstract: (968 Views)
Online classes, among other things, may require confidence, persistence, use of effective strategies, managing distractions, and maintaining focus on the part of the learners. Due to the prevalence and unique nature of this mode of instruction, it seems necessary to examine the factors that contribute to successful learning outcomes. This study examined the function of internet self-efficacy and online self-regulated learning in an online reading course. 264 university students completed the Persian versions of the Online Self-regulation Questionnaire (Cho & Cho, 2017) and the Online Learning Self-Efficacy Scale (Zimmerman & Kulikovich, 2016). Their reading performance was evaluated by the reading section of the TOEFL. The results, analyzed by a bivariate correlation, showed a significant correlation between internet self-efficacy and reading comprehension. Also, a significant positive connection was found between reading comprehension and self-regulated learning. Learners confident in using online environments and active in regulating their cognitive processes during reading tasks showed better comprehension outcomes. The regression analysis findings, however, show that self-efficacy (β = 0.47, t = 8.15, p < 0.00) is a stronger predictor of reading performance than self-regulation (β = 0.16, t = 2.89, p < 0.00). The findings highlight the importance of promoting self-regulation and internet self-efficacy to improve reading comprehension. Further research should explore other factors, such as cultural perspectives, teaching methods, cognitive abilities, and technological advancements.
Keywords: Internet self-efficacy, online instruction, reading comprehension, self-regulated learning, successful learning outcomes
References
1. Adeyinka, T., & Mutula, S. (2010). A proposed model for evaluating the success of web CT course content management system. Computers in Human Behavior, 26, 1795-1805. doi: 10.1016/j.chb.2010.07.007 [DOI:10.1016/j.chb.2010.07.007]
2. Aldhahi, M. I., Alqahtani, A. S., Baattaiah, B. A., & Al-Mohammed, H. I. (2021). Exploring the relationship between students' learning satisfaction and self-efficacy during the emergency transition to remote learning amid the coronavirus pandemic: A cross-sectional study. Education and Information Technologies, 27, 1323-1340. [DOI:10.1007/s10639-021-10644-7]
3. Alqurashi, E. (2016). Self-efficacy in online learning environments: A literature review. Contemporary Issues in Education Research (CIER), 9(1), 45-52. [DOI:10.19030/cier.v9i1.9549]
4. Alqurashi, E. (2018). Predicting student satisfaction and perceived learning within online learning environments. Distance Education, 40(1), 133-148. [DOI:10.1080/01587919.2018.1553562]
5. An, Z., Wang, C., Li, S., Gan, Z., & Li, H. (2021). Technology-assisted self- regulated English language learning: associations with English language self-efficacy, English enjoyment, and learning outcomes. Front. Psychol. 11:3763. doi: 10.3389/ fpsyg.2020.558466 [DOI:10.3389/fpsyg.2020.558466]
6. Anam, S., & Stracke, E. (2016). Language learning strategies of Indonesian primary school students: In relation to self-efficacy beliefs. System, 60, 1-10. http://dx.doi.org/10.1016/j.system.2016.05.001 [DOI:10.1016/j.system.2016.05.001]
7. Bai, R., Hu, G., & Gu, P. Y. (2014). The relationship between use of writing strategies and English proficiency in Singapore primary schools. The Asia-Pacific Education Researcher, 23(3), 355-365. http://dx.doi.org/10.1007/s40299-013-0110-0 [DOI:10.1007/s40299-013-0110-0]
8. Bandalos, D. L., Finney, S. J., & Geske, J. A. (2003). A model of statistics performance based on achievement goal theory. J. Educ. Psychol. 95(3), 604-616. [DOI:10.1037/0022-0663.95.3.604]
9. Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215. [DOI:10.1037/0033-295X.84.2.191]
10. Bandura, A. (1997). Self-Efficacy: The Exercise of Control. New York: W. H. Freeman and Company.
11. Bandura, A. (2002). Growing primacy of human agency in adaptation and change in the electronic era. European Psychologist, 7(1), 2-16.
https://doi.org/10.1027//1016-9040.7.1.2 [DOI:10.1027/1016-9040.7.1.2]
12. Bartimote-Aufflick, K., Bridgeman, A., Walker, R., Sharma, M., & Smith, L. (2016). The study, evaluation, and improvement of university student self-efficacy. Studies in Higher Education, 41(11), 1918-1942. [DOI:10.1080/03075079.2014.999319]
13. Boekaerts, M., Pintrich, P. R., & Zeider, M. (2005). Handbook of self-regulation. San Diego, CA: Academic Press.
14. Broadbent, J., & Poon, W. L. (2015). Self-regulated learning strategies & academic achievement in online higher education learning environments: a systematic review. Internet Higher Educ. 27, 1-13. doi: 10.1016/j.iheduc.2015.04.007 [DOI:10.1016/j.iheduc.2015.04.007]
15. Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen and J. S. Long (Eds.), Testing structural equation models (pp. 136-162). Newbury Park, CA: Sage.
16. Chen, P. P., & Bonner, S. M. (2020). A framework for classroom assessment, learning, and self-regulation. Assess. Educ. Principles Policy Pract. 27, 373-393. doi: 10.1080/0969594X.2019.1619515 [DOI:10.1080/0969594X.2019.1619515]
17. Cho, M. H., & Cho, Y. (2017). Self-regulation in three types of online interaction: a scale development. Distance Education, 38(1), 70-83. [DOI:10.1080/01587919.2017.1299563]
18. Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Journal of the American Statistical Association, 73(363), 680. [DOI:10.2307/2286629]
19. Cheung, W., E. Li, Y., & Yee, L. W. )2003(. Multimedia learning system and its effect on
20. self-efficacy in database modeling and design: An exploratory study. Computers and
21. Education 41: 249-70. doi:10.1016/S0360-1315(03)00048-4 [DOI:10.1016/S0360-1315(03)00048-4]
22. Cleary, T. J., & Zimmerman, B. J. (2004). Self-regulation empowerment program: A school-based program to enhance self-regulated and self-motivated cycles of student learning. Psychology in the Schools, 41(5), 537-550. [DOI:10.1002/pits.10177]
23. Dabbagh, N. (2007). The online learner: Characteristics and pedagogical implications. Contemporary Issues in Technology and Teacher Education, 7(3), 217-226.
24. Deng, H. L. (2012). An applied study of online college English self-regulated learning. Hubei Radio Telev. Univ. 32, 131-132. doi: 10.3969/j.issn.1008-7427. 2012.06.076
25. Dent, A. L., & Koenka, A. C. (2016). The relation between self-regulated learning and academic achievement across childhood and adolescence: a meta- analysis. Educ. Psychol. Rev. 28, 425-474. doi: 10.1007/s10648-015-9320-8 [DOI:10.1007/s10648-015-9320-8]
26. Dinh, T. C., Nguyen, P. B. N., Nguyen, T. T. T., Ngo, X. M. T., & Nguyen, A. T. L. (2022). The predictors of students' satisfaction and academic achievements in online learning environment in higher education. Vietnam Journal of Education, 6(1), 80-92. [DOI:10.52296/vje.2022.132]
27. Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Mahwah, NJ: Lawrence Erlbaum Associates.
28. Duan, Z. H., & Hong, J. Z. (2019). The relationship between internet teacher-student interaction and online learning performance: the mediating effect of internet learning self-efficacy and internet learning motivation. Psychol. Dev. Educ, 35(2), 184-191.
29. Fawcett, L. M., & Garton, A. F. (2005). The effect of peer collaboration on children's problem-solving ability. British Journal of Educational Psychology, 75(2), 157-169. doi:10.1348/000709904x23411 [DOI:10.1348/000709904X23411]
30. Gebara, N. L. (2010). General self-efficacy and course satisfaction in online learning: A correlational study. https://hdl.handle.net/10355/8312 [DOI:10.32469/10355/8312]
31. Govaere Jan, L. J., de Kruif, A., & Valcke, M. (2012). Differential impact of unguided versus guided use of a multimedia introduction to equine obstetrics in veterinary education. Computers & Education, 58(4), 1076-1084. [DOI:10.1016/j.compedu.2011.11.006]
32. Gurlitt, J., & Renkl, A. (2009). Prior knowledge activation: how different concept mapping tasks lead to substantial differences in cognitive processes, learning outcomes, and perceived self-efficacy. Instructional Science, 38(4), 417-433. [DOI:10.1007/s11251-008-9090-5]
33. Hong, J. C., Liu, X., Cao, W., Tai, K. H., & Zhao, L. (2022). Effects of self-efficacy and online learning mind states on learning ineffectiveness during the COVID-19 lockdown. Educational Technology & Society, 25(1), 142-154.
34. Honicke, T., & Broadbent, J. (2016). The influence of academic self-efficacy on academic
35. performance: A systematic review. Educational Research Review, 17, 63-84.
36. doi: 10.1016/j.edurev.2015.11.002 [DOI:10.1016/j.edurev.2015.11.002]
37. Jain, S., & Demetriou, L. (2021). 60 best emotional intelligence quotes to make you think. Kidadl; Kidadl.
38. Jan, S. K. (2015). The relationships between academic self-efficacy, computer self-efficacy, prior experience, and satisfaction with online learning. American Journal of Distance Education, 29(1), 30-40. [DOI:10.1080/08923647.2015.994366]
39. Jia, M. (2021). The influence of distance learning during COVID-19 pandemic on student's self-regulated learning in higher education: a qualitative study in 2021 5th International Conference on Digital Technology in Education (New York, NY: Association for Computing Machinery), 47-52. [DOI:10.1145/3488466.3488492]
40. Joo, Y. J., Lim, K. Y., & Kim, J. (2013). Locus of control, self-efficacy, and task value as predictors of learning outcome in an online university context. Computers & Education, 62, 149-158. doi: 10.1016/j.compedu.2012.10.027 [DOI:10.1016/j.compedu.2012.10.027]
41. Kim, D. H., Wang, C., Ahn, H. S., & Bong, M. (2015). English language learners' self-efficacy profiles and relationship with self-regulated learning strategies. Learning & Individual Differences, 38, 136-142. http://dx.doi.org/10.1016/j.lindif.2015.01.016 [DOI:10.1016/j.lindif.2015.01.016]
42. King, R. B., & McInerney, D. M. (2014). Culture's consequences on student motivation: Capturing cross-cultural universality and variability through personal investment theory. Educational Psychologist, 49(3), 175-198. [DOI:10.1080/00461520.2014.926813]
43. Kondo, M., Ishikawa, Y., Smith, C., Sakamoto, K., Shimomura, H., & Wada, N. (2012). Mobile assisted language learning in university EFL courses in Japan: developing attitudes and skills for self-regulated learning. ReCALL 24, 169-187. doi: 10.1017/S0958344012000055 [DOI:10.1017/S0958344012000055]
44. Kuo, Y. C., Walker, A. E., Schroder, K. E. E., & Belland, B. R. (2014). Interaction, Internet self-efficacy, and self-regulated learning as predictors of student satisfaction in online education courses. The Internet and Higher Education, 20, 35-50. [DOI:10.1016/j.iheduc.2013.10.001]
45. Lawson, M. J., Vosniadou, S., Van Deur, P., Wyra, M., & Jeffries, D. (2019). Teachers' and students' belief systems about the self-regulation of learning. Educ. Psychol. Rev. 31, 223-251. doi: 10.1007/s10648-018-9453-7 [DOI:10.1007/s10648-018-9453-7]
46. Lee, J. (2014). An exploratory study of effective online learning: Assessing satisfaction levels of graduate students of mathematics education associated with human and design factors of an online course. The International Review of Research in Open and Distributed Learning, 15(1). [DOI:10.19173/irrodl.v15i1.1638]
47. Lee, Y. S., & Jonson-Reid, M. (2015). The role of self-efficacy in reading achievement of young children in urban schools. Child and Adolescent Social Work Journal, 33(1), 79-89. [DOI:10.1007/s10560-015-0404-6]
48. Li, Y., & Wang, C. (2010). An empirical study of reading self-efficacy and the use of reading strategies in the Chinese EFL context. Asian EFL Journal, 12(2), 144-162.
49. Liao, H. C., & Wang, Y. H. (2018). Using comprehension strategies for students' self-efficacy, anxiety, and proficiency in reading English as a foreign language. Social Behavior and Personality: An International Journal, 46(3), 447-458. [DOI:10.2224/sbp.6648]
50. Martin, F., Tutty, J. I., & Su, Y. (2010). Influence of learning Management systems self-efficacy on e-learning performance. Imanager's Journal on School Educational Technology, 5(3), 26-35. [DOI:10.26634/jsch.5.3.1086]
51. McInerney, D. M. (2008). The motivational roles of cultural differences and cultural identity in self-regulated learning. In D. Schunk & B. J. Zimmerman (Eds.), Motivation and self-regulated learning: theory, research, and applications (pp. 368-400). New York: Erlbaum.
52. Mills, N., Pajares, F., & Herron, C. (2007). Self-efficacy of college intermediate French students: Relation to achievement and motivation. Language Learning, 57(3), 417-442. [DOI:10.1111/j.1467-9922.2007.00421.x]
53. Ommundsen, Y., Haugen, R., & Lund, T. (2005). Academic self‐concept, implicit theories of ability, and self- regulation strategies. Scandinavian Journal of Educational Research, 49(5), 461-474. doi:10.1080/0031383057838 [DOI:10.1080/00313830500267838]
54. Pallant, J. (2020). SPSS survival Manual: a step by step guide to data analysis Using IBM. London Koganpage Ann Arbour, Michigan Proquest. [DOI:10.4324/9781003117445]
55. Papastergiou, M. (2010). Enhancing physical education and sport science students' self-efficacy and attitudes regarding information and communication technologies through a computer literacy course. Computers & Education, 54(1), 298-308. [DOI:10.1016/j.compedu.2009.08.015]
56. Pellas, N. (2014). The influence of computer self-efficacy, metacognitive self-regulation and self-esteem on student engagement in online learning programs: Evidence from the virtual world of Second Life. Computers in Human Behavior, 35, 157- 170. doi: 10.1016/j.chb.2014.02.048 [DOI:10.1016/j.chb.2014.02.048]
57. Pintrich, P. R. (2000). The Role of Goal-Orientation in Self-Regulated Learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of Self-Regulation (pp. 451-502). San Diego, CA: Academic Press. http://dx.doi.org/10.1016/b978-012109890-2/50043-3 [DOI:10.1016/B978-012109890-2/50043-3]
58. Robbins, S. B., Lauver, K., Le, H., David, D., & Langley, R. (2004). Do psychosocial and
59. study skill factors predict college outcomes? A meta-analysis. Psychological
60. Bulletin, 130, 261-288.doi: 10.1037/0033-2909.130.2.261 [DOI:10.1037/0033-2909.130.2.261]
61. Rose, H., Briggs, J. G., Boggs, J. A., Sergio, L., & Ivanova-Slavianskaia, N. (2018). A systematic review of language learner strategy research in the face of self- regulation. System, 72, 151-163. doi: 10.1016/j.system.2017.12.002 [DOI:10.1016/j.system.2017.12.002]
62. Schöber, C., Schütte, K., Köller, O., McElvany, N., & Gebauer, M. M. (2018). Reciprocal
63. effects between self-efficacy and achievement in mathematics and reading. Learning
64. and Individual Differences, 63, 1-11. https: //doi.org/10.1016/j.lindif.2018.01.008
65. Shaw, R. S. (2010). A study of learning performance of e-learning materials design with knowledge maps. Computers & Education, 54(1), 253-264. [DOI:10.1016/j.compedu.2009.08.007]
66. Shih, H.-J. (2019). L2 anxiety, self-regulatory strategies, self-efficacy, intended effort and academic achievement: A structural equation modeling approach. International Education Studies, 12(3), 24. [DOI:10.5539/ies.v12n3p24]
67. Talsma, K., Schüz, B., Schwarzer, R., & Norris, K. (2018). I believe; therefore, I achieve (and
68. vice versa): A meta-analytic cross-lagged panel analysis of self-efficacy and
69. academic performance. Learning and Individual Differences, 61, 136-150.
70. Wang, C., & Sun, T. (2020). Relationship between self-efficacy and language proficiency: A meta-analysis. System, 95, 102366. [DOI:10.1016/j.system.2020.102366]
71. Watson, W. R., Watson, S. L., Fehrman, S. E., Yu, J. H., & Janakiraman, S. (2020). Examining international students' attitudinal learning in a higher education course on cultural and language learning. Journal of International Students, 10(3), 664-687. [DOI:10.32674/jis.v10i3.1083]
72. Wu, E., & Yang, S. C. (2016). Examining the impact of online labeling on tutoring behavior and its effect on the English learning and motivation of low-achieving university students. Computer Assisted Language Learning, 29(2), 316-333. http://dx.doi.org/10.1080/09588221.2014.941370 [DOI:10.1080/09588221.2014.941370]
73. Xiao, J. (2012). Successful and unsuccessful distance language learners: an "affective" perspective. Open Learning: The Journal of Open, Distance and E-Learning, 27(2), 121-136. [DOI:10.1080/02680513.2012.678611]
74. Yokoyama, S. (2019). Academic self-efficacy and academic performance in online learning: A mini review. Frontiers in Psychology, 9(1). [DOI:10.3389/fpsyg.2018.02794]
75. Zhao, X., Wente, A., Flecha, M. F., Galvan, D. S., Gopnik, A., & Kushnir, T. (2021). Culture moderates the relationship between self-control ability and free will beliefs in childhood. Cognition, 210, 104609. [DOI:10.1016/j.cognition.2021.104609]
76. Zhu, C., Valcke, M., & Schellens, T. (2008). A cross-cultural study of Chinese and Flemish university students: Do they differ in learning conceptions and approaches to learning? Learning and Individual Differences, 18(1), 120-127. [DOI:10.1016/j.lindif.2007.07.004]
77. Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. J. Educ. Psychol. 81, 329-339. doi: 10.1037/0022-0663.81.3.329 [DOI:10.1037/0022-0663.81.3.329]
78. Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (13-39). San Diego, CA: Academic Press. [DOI:10.1016/B978-012109890-2/50031-7]
79. Zimmerman, B. J. (2013). From cognitive modeling to self-regulation: a social cognitive career path. Educ. Psychol. 48, 135-147. doi: 10.1080/00461520.2013.794676 [DOI:10.1080/00461520.2013.794676]
80. Zimmerman, B. J., and A. Kitsantas. )2002). Acquiring writing revision and self-regulatory skill through observation and emulation. Journal of Educational Psychology, 94(4), 660-68. doi:10.1037/0022-0663.94.4.660 [DOI:10.1037/0022-0663.94.4.660]
81. Zimmerman, W. A., & Kulikowich, J. M. (2016). Online learning self-efficacy in students with and without online learning experience. American Journal of Distance Education, 30(3), 180-191. doi: 10.1080/08923647.2016.1193801 [DOI:10.1080/08923647.2016.1193801]
82. Zimmerman, B. J., & Martinez-Pons, M. (1992). Perceptions of efficacy and strategy use in the self-regulation of learning. In D. H. Schunk & J. Meece (Eds.), Student perceptions in the classroom: Causes and consequences (pp. 185-207). Hillsdale, NJ: Erlbaum.
83. Zimmerman, W. A., & Kulikowich, J. M. (2016). Online learning self-efficacy in students with and without online learning experience. American Journal of Distance Education, 30(3), 180-191. [DOI:10.1080/08923647.2016.1193801]
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
