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Direct linkArtino, Anthony R. – Journal of Computing in Higher Education, 2009
This study employed a social-cognitive view of self-regulated learning to examine how several personal factors relate to academic success in an online course. Service academy undergraduates (N = 481) completed a survey that assessed their motivational beliefs (self-efficacy and task value); negative achievement emotions (boredom and frustration);…
Descriptors: Self Efficacy, Academic Achievement, Learning Strategies, Student Motivation
