Perceived Self-Regulated Learning and Academic Achievement in Staggered, Asynchronous, Online Community College Courses

Autor/in	Homer, Cory R.
Titel	Perceived Self-Regulated Learning and Academic Achievement in Staggered, Asynchronous, Online Community College Courses
Quelle	(2022), (184 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Grand Canyon University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-7906-3857-2
Schlagwörter	Hochschulschrift; Dissertation; Community Colleges; Correlation; Metacognition; Academic Achievement; Online Courses; Two Year College Students; Teaching Methods; Comparative Analysis; Academic Persistence; School Holding Power; Self Efficacy; Grades (Scholastic); Student Attitudes; Asynchronous Communication + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Community college; Community College; Korrelation; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Schulleistung; Online course; Online-Kurs; Teaching method; Lehrmethode; Unterrichtsmethode; Self-efficacy; Selbstwirksamkeit; Notenspiegel; Schülerverhalten
Abstract	The purpose of the quantitative correlational study was to examine the extent to which there is a correlation between specific components of perceived self-regulated learning (PSRL) and academic achievement for students participating in asynchronous online community college courses that utilize a staggered content delivery method in the Northeast United States. It was not known if and to what extent there is a correlation between specific components of PSRL and academic achievement for students participating in asynchronous online community college courses that utilize a staggered content delivery method. Research shows that community college retention and completion in online courses is lower compared to traditional courses. PSRL is shown to positively correlate with academic achievement, which promotes retention and completion. In this study, three research questions were addressed, with corresponding hypotheses. Each question focused on the correlation between PSRL, perceived self-regulation (PSR), and perceived self-efficacy (PSE), respectively, with academic achievement. The sample consisted of community college students participating in online courses. A quantitative methodology was utilized. Three electronic surveys were provided to each student to measure PSRL, PSR, and PSE. Final course grades were used to measure the Achievement variable. Three Spearman correlations were utilized to address each research question. A significant correlation was observed between PSR and Achievement (r[subscript s] = 0.427, p < 0.001). The findings indicated that higher levels of PSR correlated with higher levels of academic achievement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01