Achievement Goals Predict Online Academic Expectations Through Self-Regulated Learning Strategies and Supportive Online Learning Behaviors

• In Event: Marriott Roundtable Session 5
  In Roundtable Session: Empowering Learners' Self-Regulation Skills in Online Learning

Abstract

In this study, we proposed a three-path mediation model to examine how student’s achievement goal orientations affect their expected online learning outcome. Specifically, we tested self-regulated learning strategies and supportive online learning behaviors as two mediating mechanisms through which achievement goal orientations influence academic expectations in online learning environment with 93 respondents. Study results indicate that students with higher mastery-approach goals were more likely to use various types of self-regulated learning strategies and supportive online behaviors, which, in turn, led to higher grade expectations. On the other hand, students with higher mastery-avoidance goals were less likely to use adequate learning strategies and supportive online behaviors, and hence had lower grade expectations in the online learning environment.

Authors

• Yu-Chen Yeh, Texas A&M University - College Station

• Oiman Kwok, Texas A&M University - College Station

• Hsiang-yu Chien, Texas A&M University - College Station

• Noelle Wall Sweany, Texas A&M University - College Station

• Eunkyeng Baek, Texas A&M University - College Station

• William McIntosh, Texas A&M University - College Station

• Hsiang-yu Chien, Texas A&M University - College Station