Linkages between motivation, self-efficacy, self-regulated learning and preferences for traditional learning environments or those with an online component

Daniel Auld, Fran C. Blumberg, & Karen Clayton
Published Online: Oct 15, 2010
Abstract | References | Full Text: HTML, PDF (712 KB)


This study assessed 96 law school students’ preferences for online, hybrid, or traditional learning environments, and their reasons for these preferences, learning strategies, and motivational orientations.  A discriminant analysis revealed that non-traditional learning environment familiarity, self-efficacy, and employment status were the strongest predictors of preferences for non-traditional learning environments.  Preferences for traditional environments were attributed to students’ familiarity and ability to engage in and foster personal interaction. Preferences for hybrid and online environments were attributed to opportunities for enhanced learning given the convenience and flexible manner in which students with time and familial constraints could access these environments.

Keywords: Achievement motivation, employment, learning environment preferences, learning strategies, online learning, professional students, self-efficacy.

Biographical Statement

Daniel P. Auld is a PhD student at Fordham University’s Graduate School of Education.  His research interests concern individuals’ engagement and cognitive processing of media, video games and computer technology.  He has published in the areas of media literacy and game play.  His current research investigates graduate students’ motivational approaches to learning and their preferences for traditional or online learning environments.

Fran C. Blumberg is an Associate Professor in Division of Psychological and Educational Services in Fordham University’s Graduate School of Education.  She holds a Ph.D. in developmental psychology from Purdue University.  Her research interests concern the development of children’s attention and attention strategies in the context of traditional academic and media-based learning situations.  She has published and received funding for her research concerning children’s attention and learning while playing video games.  She also is collaborating with researchers in the UK to investigate cross-cultural influences of media on children and adolescents’ behavior.  Her most recent book is When East Meets West: Media Research and Practice in US and China (Cambridge Scholars Publishing, 2007).

Karen Clayton is a PhD student in the Educational Psychology Program in the Division of Psychological and Educational Services at Fordham University.  Her research interest concerns the relationship between culture and achievement motivation, especially the development of culturally sensitive theories of motivation.  She is also interested in the role of achievement motivation and online learning.


Comments are closed.

Digital Culture & Education (DCE) is an international inter-disciplinary peer-reviewed journal dedicated to the exploration of digital technology’s impacts on identity, education, art, society, culture and narrative within social, political, economic, cultural and historical contexts.

We are interested in empirical and conceptual approaches to theorising globalisation, development, sustainability, wellbeing, subjectivities, networks, new media, gaming, multimodality, literacies and related issues and their implications for how we educate and why. We encourage submissions in a variety of modes and invite guest editors to propose special editions.

DCE is an online, open access journal. It does not charge for article submission or for publication. All manuscripts submitted to DCE are double blind reviewed. Articles are published through a Creative Commons (CC) License and made available for viewing and download on a bespoke page at


Follow us on Twitter at @DigitalCultureE

The scale and speed at which digital culture has entered all aspects of our lives is unprecedented. We publish articles and digital works including eBooks (published under Creative Commons Licenses) that address the use of digital (and other) technologies and how they are taken up across diverse institutional and non-institutional contexts. Scholarly reviews of books, conferences, exhibits, games, software and hardware are also encouraged.

All manuscripts submitted to Digital Culture & Education (DCE) are double-blind reviewed where the identity of the reviewers and the authors are not disclosed to either party.

Digital Culture & Education (DCE) does not have article submission charges. Read more

Manuscripts should include:
1. Cover sheet with author(s) contact details and brief biographical statement(s).

Instructions for Authors

Manuscripts submitted should be original, not under review by any other publication and not published elsewhere.
The expected word count for submissions to the journal is approximately 7500 words, excluding references. Each paper should be accompanied by an abstract of up to 200 words.  Authors planning to submit manuscripts significantly longer than 7500 words should first contact the Editor at

All pages should be numbered. Footnotes to the text should be avoided and endnotes should be used instead. Sponsorship of research reported (e.g. by research councils, government departments and agencies, etc.) should be declared.

Read more

Digital Culture & Education (DCE) invites submissions on any aspect of digital culture and education.  We welcome submissions of articles and digital works that address the use of digital (and other) technologies and how they are taken up across diverse institutional and non-institutional contexts. For further inquiries and submission of work, send an email to editor@