Non-Cognitive Factor Relationships to Hybrid Doctoral Student Self-Efficacy
Statistical analysis of data gathered from 139 healthcare doctoral students revealed three key findings regarding non-cognitive factor relationships to hybrid doctoral student self-efficacy between online (web-based) and on-campus course components. First, student experiences significantly differed...
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| Autor*in: |
Egbert, Jessica Dalby [verfasserIn] Gomez, Frank [verfasserIn] Li, Wenling [verfasserIn] Pennington, Sandra L. [verfasserIn] |
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E-Artikel |
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| Sprache: |
Englisch |
| Erschienen: |
2015 |
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1 Online-Ressource |
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Enthalten in: International journal of web-based learning and teaching technologies - Hershey, PA : IGI Global, 2006, 10(2015), 1, Seite 1-13 |
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volume:10 ; year:2015 ; number:1 ; pages:1-13 |
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10.4018/ijwltt.2015010101 |
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| 520 | |a Statistical analysis of data gathered from 139 healthcare doctoral students revealed three key findings regarding non-cognitive factor relationships to hybrid doctoral student self-efficacy between online (web-based) and on-campus course components. First, student experiences significantly differed between online and on-campus course components for task value and faculty and peer support. For these factors, on-campus experiences were perceived significantly more positively than online experiences. Secondly, both online and on-campus experiences with task value, faculty and peer support, and boredom and frustration were correlated with self-efficacy: when students experienced high levels of either task value or faculty and peer support, self-efficacy increased; however, when students experienced high levels of boredom and frustration, self-efficacy decreased. Finally, only online task value positively predicted self-efficacy. These findings demonstrated the significant impact of non-cognitive factors on student success and carry implications for successful hybrid teaching and learning. Social cognitive theory provided the framework for the quantitative, non-experimental design | ||
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10.4018/ijwltt.2015010101 doi (DE-627)NLEJ251839273 (VZGNL)10.4018/ijwltt.2015010101 DE-627 ger DE-627 rakwb eng Egbert, Jessica Dalby verfasserin aut Non-Cognitive Factor Relationships to Hybrid Doctoral Student Self-Efficacy 2015 1 Online-Ressource Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Statistical analysis of data gathered from 139 healthcare doctoral students revealed three key findings regarding non-cognitive factor relationships to hybrid doctoral student self-efficacy between online (web-based) and on-campus course components. First, student experiences significantly differed between online and on-campus course components for task value and faculty and peer support. For these factors, on-campus experiences were perceived significantly more positively than online experiences. Secondly, both online and on-campus experiences with task value, faculty and peer support, and boredom and frustration were correlated with self-efficacy: when students experienced high levels of either task value or faculty and peer support, self-efficacy increased; however, when students experienced high levels of boredom and frustration, self-efficacy decreased. Finally, only online task value positively predicted self-efficacy. These findings demonstrated the significant impact of non-cognitive factors on student success and carry implications for successful hybrid teaching and learning. Social cognitive theory provided the framework for the quantitative, non-experimental design Boredom, Doctoral Frustration, Graduate, Hybrid, Self-Efficacy, Social Cognitive Theory, Support, Task Value Gomez, Frank verfasserin aut Li, Wenling verfasserin aut Pennington, Sandra L. verfasserin aut Enthalten in International journal of web-based learning and teaching technologies Hershey, PA : IGI Global, 2006 10(2015), 1, Seite 1-13 Online-Ressource (DE-627)NLEJ244419663 (DE-600)2401004-2 1548-1107 nnns volume:10 year:2015 number:1 pages:1-13 http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/ijwltt.2015010101 X:IGIG Verlag Deutschlandweit zugänglich http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/ijwltt.2015010101&buylink=true Abstract ZDB-1-GIS GBV_NL_ARTICLE AR 10 2015 1 1-13 |
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10.4018/ijwltt.2015010101 doi (DE-627)NLEJ251839273 (VZGNL)10.4018/ijwltt.2015010101 DE-627 ger DE-627 rakwb eng Egbert, Jessica Dalby verfasserin aut Non-Cognitive Factor Relationships to Hybrid Doctoral Student Self-Efficacy 2015 1 Online-Ressource Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Statistical analysis of data gathered from 139 healthcare doctoral students revealed three key findings regarding non-cognitive factor relationships to hybrid doctoral student self-efficacy between online (web-based) and on-campus course components. First, student experiences significantly differed between online and on-campus course components for task value and faculty and peer support. For these factors, on-campus experiences were perceived significantly more positively than online experiences. Secondly, both online and on-campus experiences with task value, faculty and peer support, and boredom and frustration were correlated with self-efficacy: when students experienced high levels of either task value or faculty and peer support, self-efficacy increased; however, when students experienced high levels of boredom and frustration, self-efficacy decreased. Finally, only online task value positively predicted self-efficacy. These findings demonstrated the significant impact of non-cognitive factors on student success and carry implications for successful hybrid teaching and learning. Social cognitive theory provided the framework for the quantitative, non-experimental design Boredom, Doctoral Frustration, Graduate, Hybrid, Self-Efficacy, Social Cognitive Theory, Support, Task Value Gomez, Frank verfasserin aut Li, Wenling verfasserin aut Pennington, Sandra L. verfasserin aut Enthalten in International journal of web-based learning and teaching technologies Hershey, PA : IGI Global, 2006 10(2015), 1, Seite 1-13 Online-Ressource (DE-627)NLEJ244419663 (DE-600)2401004-2 1548-1107 nnns volume:10 year:2015 number:1 pages:1-13 http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/ijwltt.2015010101 X:IGIG Verlag Deutschlandweit zugänglich http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/ijwltt.2015010101&buylink=true Abstract ZDB-1-GIS GBV_NL_ARTICLE AR 10 2015 1 1-13 |
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10.4018/ijwltt.2015010101 doi (DE-627)NLEJ251839273 (VZGNL)10.4018/ijwltt.2015010101 DE-627 ger DE-627 rakwb eng Egbert, Jessica Dalby verfasserin aut Non-Cognitive Factor Relationships to Hybrid Doctoral Student Self-Efficacy 2015 1 Online-Ressource Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Statistical analysis of data gathered from 139 healthcare doctoral students revealed three key findings regarding non-cognitive factor relationships to hybrid doctoral student self-efficacy between online (web-based) and on-campus course components. First, student experiences significantly differed between online and on-campus course components for task value and faculty and peer support. For these factors, on-campus experiences were perceived significantly more positively than online experiences. Secondly, both online and on-campus experiences with task value, faculty and peer support, and boredom and frustration were correlated with self-efficacy: when students experienced high levels of either task value or faculty and peer support, self-efficacy increased; however, when students experienced high levels of boredom and frustration, self-efficacy decreased. Finally, only online task value positively predicted self-efficacy. These findings demonstrated the significant impact of non-cognitive factors on student success and carry implications for successful hybrid teaching and learning. Social cognitive theory provided the framework for the quantitative, non-experimental design Boredom, Doctoral Frustration, Graduate, Hybrid, Self-Efficacy, Social Cognitive Theory, Support, Task Value Gomez, Frank verfasserin aut Li, Wenling verfasserin aut Pennington, Sandra L. verfasserin aut Enthalten in International journal of web-based learning and teaching technologies Hershey, PA : IGI Global, 2006 10(2015), 1, Seite 1-13 Online-Ressource (DE-627)NLEJ244419663 (DE-600)2401004-2 1548-1107 nnns volume:10 year:2015 number:1 pages:1-13 http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/ijwltt.2015010101 X:IGIG Verlag Deutschlandweit zugänglich http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/ijwltt.2015010101&buylink=true Abstract ZDB-1-GIS GBV_NL_ARTICLE AR 10 2015 1 1-13 |
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Statistical analysis of data gathered from 139 healthcare doctoral students revealed three key findings regarding non-cognitive factor relationships to hybrid doctoral student self-efficacy between online (web-based) and on-campus course components. First, student experiences significantly differed between online and on-campus course components for task value and faculty and peer support. For these factors, on-campus experiences were perceived significantly more positively than online experiences. Secondly, both online and on-campus experiences with task value, faculty and peer support, and boredom and frustration were correlated with self-efficacy: when students experienced high levels of either task value or faculty and peer support, self-efficacy increased; however, when students experienced high levels of boredom and frustration, self-efficacy decreased. Finally, only online task value positively predicted self-efficacy. These findings demonstrated the significant impact of non-cognitive factors on student success and carry implications for successful hybrid teaching and learning. Social cognitive theory provided the framework for the quantitative, non-experimental design |
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Statistical analysis of data gathered from 139 healthcare doctoral students revealed three key findings regarding non-cognitive factor relationships to hybrid doctoral student self-efficacy between online (web-based) and on-campus course components. First, student experiences significantly differed between online and on-campus course components for task value and faculty and peer support. For these factors, on-campus experiences were perceived significantly more positively than online experiences. Secondly, both online and on-campus experiences with task value, faculty and peer support, and boredom and frustration were correlated with self-efficacy: when students experienced high levels of either task value or faculty and peer support, self-efficacy increased; however, when students experienced high levels of boredom and frustration, self-efficacy decreased. Finally, only online task value positively predicted self-efficacy. These findings demonstrated the significant impact of non-cognitive factors on student success and carry implications for successful hybrid teaching and learning. Social cognitive theory provided the framework for the quantitative, non-experimental design |
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Statistical analysis of data gathered from 139 healthcare doctoral students revealed three key findings regarding non-cognitive factor relationships to hybrid doctoral student self-efficacy between online (web-based) and on-campus course components. First, student experiences significantly differed between online and on-campus course components for task value and faculty and peer support. For these factors, on-campus experiences were perceived significantly more positively than online experiences. Secondly, both online and on-campus experiences with task value, faculty and peer support, and boredom and frustration were correlated with self-efficacy: when students experienced high levels of either task value or faculty and peer support, self-efficacy increased; however, when students experienced high levels of boredom and frustration, self-efficacy decreased. Finally, only online task value positively predicted self-efficacy. These findings demonstrated the significant impact of non-cognitive factors on student success and carry implications for successful hybrid teaching and learning. Social cognitive theory provided the framework for the quantitative, non-experimental design |
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