Investigating the Relations Among Social Presence, Instructor Support, Expectancy-Value Beliefs, and Engagement

• In Event: Self-Regulated Learning and Motivation in Technology

Abstract

The current study examined the relations among social presence, instructor support, expectancy-value beliefs, and cognitive and behavioral engagement. To meet this research objective, we used path modeling to analyze the responses of college students in an online psychology program. Results showed that instructor support did not play a role in the model. Social presence significantly impacted expectancy-value beliefs and behavioral engagement, not cognitive engagement. Expectancy had a significant impact on task value and task value impacted cognitive engagement, but not behavioral engagement. Concerning indirect effects, social presence impacted cognitive engagement through task value and expectancy. Social presence also impacted task value indirectly through expectancy. Finally, expectancy and social presence impacted cognitive engagement through task value and expectancy. Implications are discussed.

Authors

• Ordene Edwards, Kennesaw State University

• Gita Taasoobshirazi, Kennesaw State University