Title page for ETD etd-03212003-130332

Type of Document Dissertation
Author Cobb, Jr., Robert
Author's Email Address rcobbjr@vt.edu
URN etd-03212003-130332
Title The relationship between self-regulated learning behaviors and academic performance in web-based courses
Degree PhD
Department Teaching and Learning
Advisory Committee
Advisor Name Title
Moore, David Michael Committee Chair
Burton, John K. Committee Member
Glenz, Nancy Committee Member
Holmes, Glen A. Committee Member
Lockee, Barbara B. Committee Member
  • distance learning
  • distance education
  • self-regulation
  • self-regulated learning
Date of Defense 2003-03-19
Availability unrestricted
This study investigated self-regulated learning behaviors and their relationships with academic performance in web-based courses. The participants (n = 106) were distance learners taking humanities and technical coursed offered by a community college in Virginia. Data was collected using 28 items from the Motivated Strategies for Learning Questionnaire and 5 demographically related items. Data analysis included factor analyses, multivariate analysis of variance, and regression analyses. The employment of self-regulated learning behaviors differed between humanities and technical courses (p = .0138). Time and study environment management (p = .0009) and intrinsic goal orientation (p = .0373) categories reported significant findings in their relationship to academic performance. The factors affiliated with time and study environment management and intrinsic goal orientation were used as predictors in the development of a mathematical formula used to predict academic success in a web-based course. These predictors explain 21 percent of the variance in the academic success rating calculated using the mathematical formula developed from this study.
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