SELF-EFFICACY, SELF-REGULATION, AND COGNITIVE STYLE AS PREDICTORS OF ACHIEVEMENT WITH PODCAST INSTRUCTION

被引：11

作者：

Hodges, Charles B. ^{[1
]}

Stackpole-Hodges, Christene L. ^{[2
]}

Cox, Kenneth M. ^{[2
]}

机构：

[1] Virginia Tech, Blacksburg, VA 24060 USA

[2] Radford Univ, Radford, VA USA

来源：

JOURNAL OF EDUCATIONAL COMPUTING RESEARCH | 2008年 / 38卷 / 02期

关键词：

D O I：

10.2190/EC.38.2.b

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The purpose of this study was to investigate possible factors that may affect academic achievement when instruction is delivered via podcast. Seventeen female Communication Sciences and Disorders students participated in this exploratory study conducted in the fall of 2006. Measurements of participants' individual differences on four variables were taken prior to learners experiencing instructional podcasts. Multiple regression analysis was used to predict learner success based on the four predictor variables: self-efficacy for online technologies, academic self-efficacy, academic self-regulation, and cognitive style. Learner success was measured via a pencil and paper, multiple-choice test covering the material delivered via podcast. Of the variables used in this study, only cognitive style was found to be a statistically significant predictor of achievement.

引用

页码：139 / 153

页数：15

共 41 条

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