The relations between Czech undergraduates' motivation and emotion in self-regulated learning, learning engagement, and academic success in blended course designs: Consistency between theory-driven and data-driven approaches

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F62690094%3A18440%2F22%3A50019818" target="_blank" >RIV/62690094:18440/22:50019818 - isvavai.cz</a>

Nalezeny alternativní kódy

RIV/70883521:28150/22:63556758

Výsledek na webu

<a href="https://www.frontiersin.org/articles/10.3389/fpsyg.2022.1001202/full" target="_blank" >https://www.frontiersin.org/articles/10.3389/fpsyg.2022.1001202/full</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.3389/fpsyg.2022.1001202" target="_blank" >10.3389/fpsyg.2022.1001202</a>

Jazyk výsledku

angličtina

Název v původním jazyce

The relations between Czech undergraduates' motivation and emotion in self-regulated learning, learning engagement, and academic success in blended course designs: Consistency between theory-driven and data-driven approaches

Popis výsledku v původním jazyce

Combining theory-driven and data-driven approaches, this study used both self-reported and observational measures to examine: (1) the joint contributions of students’ self-reported undergraduates’ motivation and emotion in their self-regulated learning, their observed online learning interactions, and their academic success in blended course designs; and (2) the extent to which the self-reported and observational measures were consistent with each other. The participants in the study were 54 social sciences undergraduates in the Czech Republic. The participants’ self-reported self-efficacy, intrinsic goals, and anxiety were assessed using a Czech version of three scales from the Motivated Strategies for Learning Questionnaire. Their online engagement was represented by students’ observed frequency of interactions with the six online learning activities recorded in the learning management system. The results of a hierarchical regression analysis showed that the self-reported and observational measures together could explain 71% of variance in academic success, significantly improving explanatory power over using self-reported measures alone. Departing from the theory-driven approach, students were clustered as better and poorer self-regulated learners by their self-reports, and one-way ANOVAs showed that better self-regulated learners had significantly more frequent online interactions with four out of six online learning activities and better final exam results. Departing from the data-driven approach, students were clustered as higher and lower online-engaged learners by the observed frequency of their interaction with online learning activities. One-way ANOVAs showed that higher online-engaged learners also reported having higher self-efficacy and lower anxiety. Furthermore, the strong association between the students’ profiles in both self-reported measures and observational measures in cross-tabulation analyses showed that the majority of better self-regulated learners by self-reporting also had higher online engagement by observation, whereas the majority of poorer self-regulated learners by self-reporting were lower online-engaged learners, demonstrating consistency between theory-driven and data-driven approaches.

Název v anglickém jazyce

The relations between Czech undergraduates' motivation and emotion in self-regulated learning, learning engagement, and academic success in blended course designs: Consistency between theory-driven and data-driven approaches

Popis výsledku anglicky

Combining theory-driven and data-driven approaches, this study used both self-reported and observational measures to examine: (1) the joint contributions of students’ self-reported undergraduates’ motivation and emotion in their self-regulated learning, their observed online learning interactions, and their academic success in blended course designs; and (2) the extent to which the self-reported and observational measures were consistent with each other. The participants in the study were 54 social sciences undergraduates in the Czech Republic. The participants’ self-reported self-efficacy, intrinsic goals, and anxiety were assessed using a Czech version of three scales from the Motivated Strategies for Learning Questionnaire. Their online engagement was represented by students’ observed frequency of interactions with the six online learning activities recorded in the learning management system. The results of a hierarchical regression analysis showed that the self-reported and observational measures together could explain 71% of variance in academic success, significantly improving explanatory power over using self-reported measures alone. Departing from the theory-driven approach, students were clustered as better and poorer self-regulated learners by their self-reports, and one-way ANOVAs showed that better self-regulated learners had significantly more frequent online interactions with four out of six online learning activities and better final exam results. Departing from the data-driven approach, students were clustered as higher and lower online-engaged learners by the observed frequency of their interaction with online learning activities. One-way ANOVAs showed that higher online-engaged learners also reported having higher self-efficacy and lower anxiety. Furthermore, the strong association between the students’ profiles in both self-reported measures and observational measures in cross-tabulation analyses showed that the majority of better self-regulated learners by self-reporting also had higher online engagement by observation, whereas the majority of poorer self-regulated learners by self-reporting were lower online-engaged learners, demonstrating consistency between theory-driven and data-driven approaches.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

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OECD FORD obor

50103 - Cognitive sciences

Projekt

—

Návaznosti

S - Specificky vyzkum na vysokych skolach<br>I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2022

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Frontiers in psychology

ISSN

1664-1078

e-ISSN

1664-1078

Svazek periodika

13

Číslo periodika v rámci svazku

18.11.2022

Stát vydavatele periodika

CH - Švýcarská konfederace

Počet stran výsledku

13

Strana od-do

"Article Number: 1001202"

Kód UT WoS článku

000912171700001

EID výsledku v databázi Scopus

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