Curiosity Promotes Self-Regulation and Course Outcomes of Students With Different Self-Efficacy Beliefs in Online Learning

• In Event: Supporting Learning in Online Environments

Abstract

Mass migration to online learning during the pandemic has increasingly burdened students’ ability to self-regulate their learning. This drastic change means students with low self-efficacy are at greater risk of struggling due to their tendency to exhibit poor self-regulation and course outcomes. Students’ curiosity in online classes might buffer this adverse effect. Data were collected from 363 undergraduates via three online surveys across a semester. The results showed that, even when students were confident, they did not engage metacognitively or seek help in online courses when their curiosity in the classes was low. High curiosity also compensated for the negative effects of low self-efficacy on end-of-semester course satisfaction. These findings bear important implications for supporting students’ success in remote learning.

Author

• Dajung Diane Shin, Kyungnam University
  Presenting Author