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Metacognitive self-regulation, self-...

Gaythwaite, Edie S.

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Metacognitive self-regulation, self-efficacy for learning and performance, and critical thinking as predictors of academic success and course retention among community college students enrolled in online, telecourse, and traditional public speaking courses.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Metacognitive self-regulation, self-efficacy for learning and performance, and critical thinking as predictors of academic success and course retention among community college students enrolled in online, telecourse, and traditional public speaking courses./
作者:	Gaythwaite, Edie S.
面頁冊數:	123 p.
附註:	Source: Dissertation Abstracts International, Volume: 67-03, Section: A, page: 0825.
Contained By:	Dissertation Abstracts International67-03A.
標題:	Education, Curriculum and Instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3210356
ISBN:	9780542592171

Metacognitive self-regulation, self-efficacy for learning and performance, and critical thinking as predictors of academic success and course retention among community college students enrolled in online, telecourse, and traditional public speaking courses.
Gaythwaite, Edie S.

Metacognitive self-regulation, self-efficacy for learning and performance, and critical thinking as predictors of academic success and course retention among community college students enrolled in online, telecourse, and traditional public speaking courses. - 123 p.

Source: Dissertation Abstracts International, Volume: 67-03, Section: A, page: 0825.

Thesis (Ed.D.)--University of Central Florida, 2006.

The purpose of the study was to investigate whether metacognitive self-regulation, self-efficacy for learning and performance, and critical thinking could be identified as predictors of student academic success and course retention among community college students enrolled in online, telecourses, and traditional Fundamentals of Speech (public speaking) courses. The study was conducted during the Fall 2005 semester at Valencia Community College (VCC). Data for this study were collected from participating students enrolled in either one of the two online, two telecourse, and two traditional face-to-face public speaking courses chosen for analysis. Fifty-seven participants answered Pintrich, Smith, Garcia, and McKeachie (1991) Motivated Strategies for Learning Questionnaire (MSLQ). Quantitative statistical analysis was used to investigate the impact of metacognitive self-regulation, self-efficacy for learning and performance, and critical thinking on academic success and course completion in the three delivery modes.

ISBN: 9780542592171Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

Metacognitive self-regulation, self-efficacy for learning and performance, and critical thinking as predictors of academic success and course retention among community college students enrolled in online, telecourse, and traditional public speaking courses.
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245 1 0 $a Metacognitive self-regulation, self-efficacy for learning and performance, and critical thinking as predictors of academic success and course retention among community college students enrolled in online, telecourse, and traditional public speaking courses.
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502 $a Thesis (Ed.D.)--University of Central Florida, 2006.
520 $a The purpose of the study was to investigate whether metacognitive self-regulation, self-efficacy for learning and performance, and critical thinking could be identified as predictors of student academic success and course retention among community college students enrolled in online, telecourses, and traditional Fundamentals of Speech (public speaking) courses. The study was conducted during the Fall 2005 semester at Valencia Community College (VCC). Data for this study were collected from participating students enrolled in either one of the two online, two telecourse, and two traditional face-to-face public speaking courses chosen for analysis. Fifty-seven participants answered Pintrich, Smith, Garcia, and McKeachie (1991) Motivated Strategies for Learning Questionnaire (MSLQ). Quantitative statistical analysis was used to investigate the impact of metacognitive self-regulation, self-efficacy for learning and performance, and critical thinking on academic success and course completion in the three delivery modes.
520 $a Data were analyzed and found self-efficacy was a significant predictor of final course grade. There was a significant relationship between critical thinking and self-regulation but not final grade. Self-efficacy was a predictor of informative speech grade however; self-regulation and critical thinking were not. No variable was a significant predictor of course completion which may be due to the small sample size among students who took the survey and did not complete the course. There was no statistically significant difference found with self-efficacy, self-regulation, critical thinking and course type (online, telecourse, traditional).
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