出版社：Euro-Mediterranean Centre for Educational Research
摘要：This study analyzed relationships among motivational beliefs
(intrinsic goal orientation, extrinsic goal orientation, control beliefs, task value,
self-efficacy, and test anxiety), self-regulated learning components (cognitive
strategy use, self-regulation) and computer programming achievement in an
online learning environment. The study consisted of 38 participants from an
online Information Technologies Certificate Program which is based on
synchronous and asynchronous communication methods over the Internet. Data
are gathered from two consecutive online computer programming courses in this
online certificate program, where the second course followed the first one in
content as well. Motivated Strategies for Learning Questionnaire (MSLQ) was
used to collect relevant data. The results of the study indicated that the effect of
self-efficacy variable on students’ programming achievement was statistically
significant in the first course and the effect of self-regulation variable on students’
programming achievement was statistically significant in the second course.
