Cognitive, motivation, and affective processes associated with computer-related performance: a path analysis

Rozell, Elizabeth J.; Gardner, William L.

doi:10.1016/s0747-5632(99)00054-0

Cited by 89 publications

(51 citation statements)

References 57 publications

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“…Unlike the majority of earlier work (e.g., Campbell & Williams, 1990;Corston & Colman, 1996;Rozell & Gardner, 2000) that explores gender differences in perceived sense of competence, the current finding did not show significant gender differences in perceived sense of competence. This finding is constituent with those of Snyder and Bruning (1979) which reported contrary to the speculations of many previous writers, occupancy of a supervisory position, not sex, was demonstrated to be a predictor of an individual's work-related sense of competence.…”

Section: Discussioncontrasting

confidence: 99%

“…In contrast, years of working experience did not contribute significantly to perceived Indexed African Journals Online: www.ajol.info sense of competence. This finding is congruent with the work of Campbell and Williams (1990), Corston and Colman (1996), Rozell and Gardner (2000) who reported the influence of cognitive, social, motivational and affective factors on perceived competence, including age, working experience, gender, confidence and attitudes. In addition, perceived competence is influenced by the factors to which people attribute their success and failures, how they evaluate themselves and how they believe others view them and by individuals past experiences in a particular domain (Bong & Skaalvik, 2003).…”

Section: Discussionsupporting

confidence: 88%

“…Several studies reported the influence of cognitive, social, motivational and affective factors on perceived competence, including age, working experience, gender, confidence, and attitudes (Campbell & Williams, 1990;Corston & Colman, 1996;Rozell & Gardner, 2000). In addition, perceived competence is also influenced by the factors to which people attribute their success and failures to, how they evaluate themselves, how they believe others view them, and by individuals past experiences in a particular domain (Bong & Skaalvik, 2003).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Self-Esteem and Achievement Motivation as Predictors of Perceived Sense of Competence among Workers in a Nigerian University Teaching Hospital

Balogun¹,

Ojedokun²,

Tijani³

2012

Afr. Res. Rev.

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This study explored the relationship between self-esteem, achievement motivation and perceived sense of competence among workers in a Nigerian Adanijo and Oyefeso (1986), need for achievement scale developed by Edward (1954), perceived sense of competence scale developed by Wagner and Morse (1975) and modified by Synder and Morris (1978) (R 2 = .55; F (4, 165) = 51.10; p<.001). In addition, the independent contributions show significant independent influence of achievement motivation (ß=.37; t = 6.55; p<.001), self-esteem (ß=.59; t = 9.90; p<.001), and age (ß=-.16; t = 2.80; p<.01)

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Section: Discussioncontrasting

confidence: 99%

Section: Discussionsupporting

confidence: 88%

Section: Introductionmentioning

confidence: 99%

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Self-Esteem and Achievement Motivation as Predictors of Perceived Sense of Competence among Workers in a Nigerian University Teaching Hospital

Balogun¹,

Ojedokun²,

Tijani³

2012

Afr. Res. Rev.

View full text Add to dashboard Cite

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“…VFGs not only include all students but they also allow them to develop their skills and enhance their confidence in implementing such skills, in a real world environment. Such confidence that can be developed before a real fieldtrip means a better quality learning and data collection process for the student which further enhances the benefits of real fieldwork (Killerman, 1996;Warburton & Higgitt, 1997;Bellan & Scheurman, 1998;Rozell & Garner, 2000). VFGs 'supportive simulacra' allow an environment, to in essence, scaffold students in building their own understanding of the tasks set both pre and post real field visit by incorporating their own and secondary data.…”

Section: Development Of Student Skills and Efficiency In The Fieldmentioning

confidence: 99%

A review of the benefits and drawbacks to virtual field guides in today’s Geoscience higher education environment

Cliffe

2017

Int J Educ Technol High Educ

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Virtual Field Guides are a way for educators to tackle the growing issue of funding pressures in areas of higher education, such as geography. Virtual Field Guides are however underutilised and can offer students a different way of learning. Virtual Field Guides have many benefits to students, such as being more inclusive, building student skills and confidence in a controlled environment pre fieldtrip and can increase engagement in the topic studied. There are also benefits to the educator, such as reduced cost, more efficient students on fieldwork tasks and the ability to tailor and update their field guides to suit their needs. However there are drawbacks in the challenge of creation and their outcome as educational standalone tools. This paper reviews the literature around the benefits and draw backs to the creation and incorporation of virtual field guides in geoscience education.

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“…Rozell and Gardner (2000) claimed that emotions and motivations might exert a key influence on the effectiveness of online learning. The findings from this study also concur with prior theory and research related to emotion, motivation, and learning strategy (Pekrun, 2006) and extend that literature to an investigation at workplaces.…”

Section: Discussionmentioning

confidence: 99%

Comparison of Emotions, Motivations and Learning Outcomes between Blended and Face-to-Face Training Programs in Banks

Yu¹,

Wang²

2016

dtssehs

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Abstract. Professionals are always required to command professional English to some degree in order to improve their positional titles. Therefore, acquisition of professional English plays an important role in professional development. Failure in professional English acquisition will likely dim professional career. Compared with studies on English acquisition on campus, fewer studies have been conducted on English acquisition at workplace. This study, using several scales proved internally reliable previously and presently, compares the differences in emotions, motivations and learning outcomes between blended and face-to-face training programs in banks. Three conclusions, previously unfound in the field of professional English training, are reached: (1) Bank clerks are emotionally more favorable towards blended training than face-to-face lecturing; (2) Blended training is more motivating than face-to-face lecturing in banks; (3) Blended training leads to better learning outcomes than face-to-face lecturing in banks. Future studies should focus on the benefits of blended delivery and future practice can integrate blended training into MOOCs and flipped classrooms.

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Cognitive, motivation, and affective processes associated with computer-related performance: a path analysis

Cited by 89 publications

References 57 publications

Self-Esteem and Achievement Motivation as Predictors of Perceived Sense of Competence among Workers in a Nigerian University Teaching Hospital

Self-Esteem and Achievement Motivation as Predictors of Perceived Sense of Competence among Workers in a Nigerian University Teaching Hospital

A review of the benefits and drawbacks to virtual field guides in today’s Geoscience higher education environment

Comparison of Emotions, Motivations and Learning Outcomes between Blended and Face-to-Face Training Programs in Banks

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