80. Individual Differences in Preservice Teachers’ Online Self-Regulated Learning Capacity: A Multilevel Analysis

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Short Description

We explored how preservice teachers’ use of online self-regulated learning strategies differ by gender, technology self-efficacy, prior online learning experience, and teacher education programs. Results revealed that gender difference only existed in goal-setting and was in favor of females. Technology self-efficacy positively predicted most SRL strategies. The prior online learning experience negatively predicted goal-setting and self-evaluation. Lastly, except for self-evaluation, preservice teachers’ use of all the other SRL strategies significantly vary across teacher education programs.

Authors

• Contributor: zhuo zhang, Purdue University

• Contributor: Yukiko Maeda, Purdue University

• Contributor: Tim Newby, Purdue University