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Presenter: Skyler Phamle, Poster Presentation
Research Title: The Role of Self-Efficacy and Effort Regulation in Student Achievement in Online Courses Faculty Advisor: Mark Warschauer Abstract It is important for students to master self-efficacy and effort regulation to work efficiently and effectively, especially in online classes. Self-efficacy refers to students’ perception of their abilities to finish different tasks. Self-regulation signifies the levels of commitment to manage different challenges when it comes to learning. The purpose of this study is to explore the levels of self-efficacy and effort regulation in relation to students’ achievement (final course grade) in a lower-division Engineering course. The research involved 243 undergraduate students in an Introduction to Engineering course in the 2016 Fall quarter at UC Irvine. Students completed a pre-course survey and post-course survey. The students answered specific questions about self-efficacy and effort regulation such as “I keep a record of what my assignments are and when they are due” and “I often feel so lazy or bored when I study that I quit before I finish what I planned to do.” Students could select the response, on a scale from 1 to 5, that best describe how they feel with 1 as not as all true and 5 as very true. In the pre-survey, students rated themselves either high or low on the scale regarding self-efficacy and effort regulation. Toward the end of the quarter, students rated themselves again to monitor the correlation between the level of self-efficacy and effort regulation with performance in the class. Overall, students with better skills in self-efficacy and effort regulation have better performance in comparison to those who have lower levels. Comments are closed.
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