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)

Abstract

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.

Email: dauld@law.fordham.edu


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