Student Effort, Consistency and Online Performance

Relationships between Locus of Control, Self-Efficacy, Efforts and Academic Achievement among Engineering Students

“…However, consistency in effort is found to be related to academic achievement instead [12] which support previous suggestion that management and control of learning 1 efforts on classroom academic tasks is an important element in explaining academic success [13].…”

“…Similar to [10] and [12] the current study fails to establish correlation between effort and CGPA. Consistency in effort instead of total effort was associated with academic achievement [12]. In contrast to [9], [10] and [23] the current study fails to establish associational relationship between self-efficacy and CGPA.…”

“…Data from the current study also indicate positive association between self-efficacy and learning efforts which is similar to [10] but contradicts [20]. Similar to [10] and [12] the current study fails to establish correlation between effort and CGPA. Consistency in effort instead of total effort was associated with academic achievement [12].…”

“…Findings on associations between learning efforts and academic achievement are inconsistent; while [10] found positive association between efforts and academic achievement, none was found in [12]. However, consistency in effort is found to be related to academic achievement instead [12] which support previous suggestion that management and control of learning 1 efforts on classroom academic tasks is an important element in explaining academic success [13].…”

What drives students to complete online courses? What drives faculty to teach online? Validating a measure of motivation orientation in university students and faculty

“…Intrinsically motivated online students demonstrate a deeper understanding of the course material (Hoskins & Van Hooff, 2005), exhibit a sustained interest in tasks (Xie, Debacker, & Ferguson, 2006), value independent learning (Kerr, Rynearson, & Kerr, 2006), and have lower attrition rates (Kim & Frick, 2011;Li, Lee, & Solomon, 2005). In comparison, autonomous, online extrinsically motivated students report engagement with the material (Bangert-Drowns & Pyke, 2001;Sansone, Fraughton, Zachary, Butner, & Heiner, 2011), improved performance (Patron & Lopez, 2011), higher quality learning (Kerr et al, 2006), and persistence (Miltiadou & Savenye, 2003;Vallerand & Bissonnette, 1992). Given that most students enroll in both F2F and online courses (Herbert, 2006), these findings provide little insight into how motivation might differ in F2F and online educational platforms.…”