期刊名称：Australasian Journal of Educational Technology
印刷版ISSN：1449-3098
电子版ISSN：1449-5554
出版年度：2016
卷号：32
期号：4
DOI：10.14742/ajet.2634
语种：English
出版社：Australasian Society for Computers in Learning in Tertiary Education
摘要：Previous studies have investigated the association between the frequency of student learning management system (LMS) use (logins, discussion board use, resources used, etc.) and academic achievement. These studies indicate that low LMS use by students is likely to result in less academic success. However, these models fail to take into account self-beliefs that may also increase the explanatory value of learning analytics from the LMS. This study surveyed 310 students ( M = 22.10 years, SD = 6.30 years) undertaking a first year health psychology subject. Results show the central role of self-efficacy in predicting student performance. Online activity was not predictive of performance, suggesting the primacy of psychological factors more so than online engagement in determining outcome. Of the motivational factors, amotivation was the single significant predictor of academic achievement. Proposed future research directions include the need to evaluate whether these results are sustained over time.
关键词：self-efficacy;learning analytics;amotivation;academic achievement;grade;motivation;locus of control
