Araştırma Makalesi
BibTex RIS Kaynak Göster

The Online Learning Academic Achievement of Chinese Students during the COVID-19 Pandemic: the Role of Self-Regulated Learning and Academic Entitlement

Yıl 2021, Cilt: 8 Sayı: 3, 116 - 127, 25.07.2021

Öz

In the spring semester of 2020, all Chinese higher education institutions delivered courses online across the nation in response to the COVID-19. This study explores Chinese college students’ self-regulated learning, academic entitlement, and academic achievement during the transitioning from face-to-face to online learning environments during this special time. Structure equation modeling was conducted, and results indicate that academic entitlement associates with students’ online learning academic achievement. Whereas self-regulated learning does not relate to academic achievement in the online learning setting. Additionally, academic entitlement is marginally associated with academic achievement only among male students, while self-regulated learning is not a significant predictor for both genders. However, self-regulated learning is marginally linked with higher academic achievement among students who do not have previous online learning experiences but not among those who took online courses before.

Kaynakça

  • Achacoso, M. V. (2002). “What do you mean my grade is not an A?” An investigation of academic entitlement, causal attributions, and self-regulation in college students [Doctoral dissertation, The University of Texas at Austin]. https://repositories.lib.utexas.edu/bitstream/handle/2152/2486/achacosom07761.pdf
  • Ackerman, R., Parush, A., Nassar, F., & Shtub, A. (2016). Metacognition and system usability: Incorporating metacognitive research paradigm into usability testing. Computers in Human Behavior, 54, 101-113. https://doi.org/10.1016/j.chb.2015.07.041
  • Anderman, E. M., Gimbert, B., O’Connell, A. A., & Riegel, L. (2015). Approaches to academic growth assessment. British Journal of Educational Psychology, 85(2), 138-153. https://doi.org/10.1111/bjep.12053
  • Arbuckle, J. L. (2012). IBM SPSS Amos 21. Amos Development Corporation. https://doi.org/10.4135/9781526402257.n4
  • Aspinwall, L. G., & Taylor, S. E. (1997). A stitch in time: Self-regulation and proactive assessment. Journal of Curriculum Studies, 24(2), 153-164. https://doi.org/10.1037/0033-2909.121.3.417
  • Baird, J. R., & White, R. T. (1996). Metacognitive strategies in the classroom. Improving Teaching and Learning in Science and Mathematics (pp.190-200).
  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191. https://doi.org/10.1037/0033-295x.84.2.191
  • Bandura, A. (1986). The explanatory and predictive scope of self-efficacy theory. Journal of Social and Clinical Psychology, 4(3), 359-373. https://doi.org/10.1521/jscp.1986.4.3.359
  • Bjork, R. A., Dunlosky, J., & Kornell, N. (2013). Self-regulated learning: Beliefs, techniques, and illusions. Annual Review of Psychology, 64, 417-444. https://doi.org/10.1146/annurev-psych-113011-143823
  • Blincoe, S., & Garris, C. P. (2017). Challenging the assumption of a Western phenomenon: Academic entitlement in Saudi Arabia. The Journal of Experimental Education, 85(2), 278-290. https://doi.org/10.1146/annurev-psych-113011-143823
  • Boswell, S. S. (2012). “I deserve success”: Academic entitlement attitudes and their relationships with course self-efficacy, social networking, and demographic variables. Social Psychology of Education, 15(3), 353-365. https://doi.org/10.1007/s11218-012-9184-4
  • Bowers, J., & Kumar, P. (2015). Students’ perceptions of teaching and social presence: A comparative analysis of face-to-face and online learning environments. International Journal of Web-Based Learning and Teaching Technologies (IJWLTT), 10(1), 27-44. https://doi.org/10.4018/ijwltt.2015010103
  • Broadbent, J. (2017). Comparing online and blended learner’s self-regulated learning strategies and academic performance. The Internet and Higher Education, 33, 24-32. https://doi.org/10.1016/j.iheduc.2017.01.004
  • Broadbent, J., & Poon, W. L. (2015). Self-regulated learning strategies & academic achievement in online higher education learning environments: A systematic review. The Internet and Higher Education, 27, 1–13. https://doi.org/10.1016/j.iheduc.2015.04.007
  • Cho, M. H., Demei, S., & Laffey, J. (2010). Relationships Between Self-Regulation and Social Experiences in Asynchronous Online Learning Environments. Journal of Interactive Learning Research, 21(3), 297-316. https://www.learntechlib.org/p/29491.
  • Chowning, K., & Campbell, N. J. (2009). Development and validation of a measure of academic entitlement: Individual differences in students’ externalized responsibility and entitled expectations. Journal of Educational Psychology, 101(4), 982. https://doi.org/10.1037/a0016351
  • Ciani, K. D., Summers, J. J., & Easter, M. A. (2008). Gender differences in academic entitlement among college students. The Journal of Genetic Psychology, 169(4), 332-344. https://doi.org/10.3200/gntp.169.4.332-344
  • Correa, E. (2010). Integrating Feminist Pedagogy on-line: Contradictions of Teaching within a Culture of Entitlement Learning. In J.
  • Herrington & C. Montgomerie (Eds.), Proceedings of ED-MEDIA 2010--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2330-2334). https://www.learntechlib.org/primary/p/34964/.
  • DeTure, M. (2004). Cognitive style and self-efficacy: Predicting student success in online distance education. American Journal of Distance Education, 18(1), 21-38. https://doi.org/10.1207/s15389286ajde1801_3
  • Duncan, T. G., & McKeachie, W. J. (2005). The making of the motivated strategies for learning questionnaire. Educational Psychologist, 40(2), 117-128. https://doi.org/10.1207/s15326985ep4002_6
  • Dziuban, C., Moskal, P., Brophy, J., & Shea, P. (2007). Student satisfaction with asynchronous learning. Journal of Asynchronous Learning Networks, 11(1), 87-95. https://doi.org/10.24059/olj.v11i1.1739
  • Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual review of efficacy and reasons for taking an on-line class. Computers in Human Behavior, 18(2), 151-163. https://doi.org/10.1146/annurev.psych.53.100901.135153
  • Elliot, A. J., & McGregor, J. A. (2001). A 2x2 achievement goal framework. Journal of Personality and Social Psychology, 80, 501-519. https://doi.org/10.1037/0022-3514.80.3.501 Flavell, J. H. (1976). Metacognitive aspects of problem-solving. The nature of intelligence.
  • Frey, M. (2015). Academic entitlement, student motivation, and academic outcomes [Unpublished dissertation, University of Windsor]. https://scholar.uwindsor.ca/cgi/viewcontent.cgi?article=6635&context=etd
  • García, T., & Pintrich, P. R. (1991). Student Motivation and Self-Regulated Learning: A LISREL Model. https://files.eric.ed.gov/fulltext/ED333006.pdf
  • Greenberger, E., Lessard, J., Chen, C., & Farruggia, S. P. (2008). Self-entitled college students: Contributions of personality, parenting, and motivational factors. Journal of Youth and Adolescence, 37(10), 1193-1204. https://doi.org/10.1007/s10964-008-9284-9
  • Hambleton, R. K., & Patsula, L. (1998). Adapting tests for use in multiple languages and cultures. Social Indicators Research, 45(1-3), 153-171. https://doi.org/10.1023/A:1006941729637
  • Hazel, M., Crandall, H. M., & Caputo, J. S. (2014). The influence of instructor social presence and student academic entitlement on teacher misbehaviors in online courses. Southern Communication Journal, 79(4), 311-326. https://doi.org/10.1080/1041794x.2014.914563
  • Joo, Y. J., Bong, M., & Choi, H. J. (2000). Self-efficacy for self-regulated learning, academic self-efficacy, and internet self-efficacy in web-based instruction. Educational Technology Research and Development, 48(2), 5-17. https://doi.org/10.1007/bf02313398
  • Kickul, G., & Kickul, J. (2006). Closing the gap: Impact of student proactivity and learning goal orientation on e-learning outcomes. International Journal on E-Learning, 5(3), 361-372. https://www.learntechlib.org/p/5958.
  • Kitsantas, A., & Cleary, T. J. (2016). The development of self-regulated learning during secondary school years: A social cognitive instructional perspective. In Handbook of Motivation at School: Second Edition (pp. 169-187). Taylor and Francis Inc. https://doi.org/10.4324/9781315773384
  • Kizilcec, R. F., Pérez-Sanagustín, M., & Maldonado, J. J. (2017). Self-regulated learning strategies predict learner behavior and goal attainment in massive open online courses. Computers & Education, 104, 18-33. https://doi.org/10.1016/j.compedu.2016.10.001
  • Knepp, M. M. (2016). Academic entitlement and right-wing authoritarianism are associated with decreased student engagement and increased perceptions of faculty incivility. Scholarship of Teaching and Learning in Psychology, 2(4), 261-272. https://doi.org/10.1037/stl0000072
  • Kopp, J. P., Zinn, T. E., Finney, S. J., & Jurich, D. P. (2011). The development and evaluation of the academic entitlement questionnaire. Measurement and Evaluation in Counseling and Development, 44(2), 105-129. https://doi.org/10.1177/0748175611400292
  • Li, J., Pang, B., Zhang, B., & Du, H. (2011). Self-regulation: From basic theories to applications. J. Beijing Norm. Univ. 2011, 5–13. https://doi.org/10.1190/1.3659042
  • McLellan, C. K., & Jackson, D. L. (2017). Personality, self-regulated learning, and academic entitlement. Social Psychology of Education, 20(1), 159-178. https://doi.org/10.1007/s11218-016-9357-7
  • McMahon, M., & Oliver, R. (2001). Promoting self-regulated learning in an on-line methodological developments, and future prospects. American Educational Research Journal, 45(1), 166-183. https://files.eric.ed.gov/fulltext/ED466194.pdf
  • Midgley, C., Kaplan, A., & Middleton, M. (2001). Performance-approach goals: Good for what, for whom, under what circumstances, and at what cost? Journal of Educational Psychology, 93(1), 77–86. https://doi.org/10.1037/0022-0663.93.1.77
  • Moore, M. G., & Kearsley, G. (2005). Distance education: A systems view (2nd ed.). Wadsworth Publishing Co. Page, S., & Alexitch, L. R. (2003). Learning-and grade-orientation, sex, and prediction of self-reported academic performance. Psychological Reports, 92(1), 320-324. https://doi.org/10.2466/pr0.2003.92.1.320
  • Pajares, F. (2008). Motivational role of self-efficacy beliefs in self-regulated learning. Motivation and Self-Regulated Learning: Theory, Research, and Applications, 111139.
  • Panadero, E., Jonsson, A., & Botella, J. (2017). Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses. Educational Research Review, 22, 74-98. https://doi.org/10.1016/j.edurev.2017.08.004
  • Pintrich P.R., Zusho A. (2002) Student Motivation and Self-Regulated Learning in the College Classroom. In: Smart J.C., Tierney W.G. (eds) Higher Education: Handbook of Theory and Research, vol 17. Springer, Dordrecht. https://doi.org/10.1007/978-94-010-0245-5_2
  • Pintrich, P. R. (1991). A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ). https://doi.org/10.1037/t09161-000 Pintrich, P. R. (2000). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology, 92(3), 544. https://doi.org/10.1037/0022-0663.92.3.544
  • Puzziferro, M. (2008). Online technologies self-efficacy and self-regulated learning as predictors of final grade and satisfaction in college-level online courses. The Amer. Jrnl. of Distance Education, 22(2), 72-89. https://doi.org/10.1080/08923640802039024
  • Rao, K., Eady, M., & Edelen-Smith, P. (2011). Creating virtual classrooms for rural and remote communities. Phi Delta Kappan, 92(6), 22-27. https://doi.org/10.1177/003172171109200605
  • Reinhardt, J. (2012). Conceptualizing academic entitlement: What are we measuring? [Unpublished thesis, University of Windsor]. reported academic performance. Psychological Reports, 92(1), 320-324.review, 84(2),191. https://scholar.uwindsor.ca/cgi/viewcontent.cgi?article=1040&context=etd
  • Rickey, D., & Stacy, A. M. (2000). The role of metacognition in learning chemistry. Journal of Chemical Education, 77(7), 915. https://doi.org/10.1021/ed077p915
  • Rosenthal, A. (2013, Feburuary 19). The trouble with online college. NY Times. Schraw, G., Crippen, K. J., & Hartley, K. (2006). Promoting self-regulation in science education: Metacognition as part of a broader perspective on learning. Research in Science Education, 36(1-2), 111-139. https://doi.org/10.1007/s11165-005-3917-8
  • Schunk, D. H., & Pajares, F. (2004). Self-efficacy in education revisited: Empirical and applied evidence. Big Theories Revisited, 4, 115-138.
  • Schunk, D. H., & Pajares, F. (2009). Self-efficacy theory. Handbook of Motivation at School, 35-53.
  • Schunk, D. H., & Usher, E. L. (2012). Social cognitive theory and motivation. In R. M. Ryan (Ed.), Oxford library of psychology. The Oxford handbook of human motivation (pp. 13–27). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780195399820.013.0002
  • Serdyukov, P. (2015). Does online education need a special pedagogy?. Journal of Computing and Information Technology, 23(1), 61-74. https://doi.org/10.2498/cit.1002511
  • Singleton-Jackson, J. A., Jackson, D. L., & Reinhardt, J. (2010). Students as consumers of knowledge: Are they buying what we’re selling? Innovative Higher Education, 35(5), 343-358. https://doi.org/10.1007/s10755-010-9151-y
  • Singleton-Jackson, J.A., Jackson, D., & Reinhardt, J. (2011). Academic entitlement: Exploring definitions and dimensions of entitled students. Journal of Interdisciplinary Social Sciences, 5(9), 229-236. https://doi.org/10.18848/1833-1882/cgp/v05i09/51883
  • Sins, P. H., Van Joolingen, W. R., Savelsbergh, E. R., & van Hout-Wolters, B. (2008). Motivation and performance within a collaborative computer-based modeling task: Relations between students’ achievement goal orientation, self-efficacy, cognitive processing, and achievement. Contemporary Educational Psychology, 33(1), 58-77. https://doi.org/10.1016/j.cedpsych.2006.12.004
  • Spitzer, M. (2012). Digitale Demenz: Wie wir uns und unsere Kinder um den Verstand bringen [Digital dementia: How we lose our minds to ourselves and our children]. Droemer eBook. https://medien.ubitweb.de/pdfzentrale/978/342/630/Leseprobe_l_9783426300565.pdf
  • Sun, J. C.Y., & Rueda, R. (2012). Situational interest, computer self-efficacy and self-regulation: Their impact on student engagement in distance education. British Journal of Educational Technology, 43, 191–204. https://doi.org/10.1111/j.1467-8535.2010.01157.x
  • Sun, Z., Liu, R., Luo, L., Wu, M., & Shi, C. (2017). Exploring collaborative learning effect in blended learning environments. Journal of Computer Assisted Learning, 33(6), 575-587. https://doi.org/10.1111/jcal.12201
  • Tao, J., Zheng, C., Lu, Z., Liang, J. C., & Tsai, C. C. (2020). Cluster analysis on Chinese university students’ conceptions of English language learning and their online self-regulation. Australasian Journal of Educational Technology, 105-119. https://doi.org/10.14742/ajet.4844
  • Thibodeaux, J., Deutsch, A., Kitsantas, A., & Winsler, A. (2017). First-year college students’ time use: Relations with self-regulation and GPA. Journal of Advanced Academics, 28(1), 5-27. https://doi.org/10.1177/1932202x16676860
  • Tsai, Y. H., Lin, C. H., Hong, J. C., & Tai, K. H. (2018). The effects of metacognition on online learning interest and continuance to learn with MOOCs. Computers & Education, 121, 18-29. https://doi.org/10.1016/j.compedu.2018.02.011
  • Wang, C. H., Shannon, D. M., & Ross, M. E. (2013). Students’ characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning. Distance Education, 34(3), 302-323. https://doi.org/10.1080/01587919.2013.835779
  • Zhu, L., & Anagondahalli, D. (2017). Effects of academic entitlement on conflict management: Implications of a consumer culture for the student-teacher relationship. Communication Reports, 30(1), 14-25. https://doi.org/10.1080/08934215.2016.1225223
  • Zhu, L., Anagondahalli, D., & Yilmaz, G. (2019). Customers or academic trainees? An Experimental investigation to reduce academic entitlement in the college classroom. Communication Studies, 70(4), 507-519. https://doi.org/10.1080/10510974.2019.1597745
  • Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166-183. https://doi.org/10.3102/0002831207312909
  • Zimmerman, B. J., & Pons, M. M. (1986). Development of a structured interview for assessing student use of self-regulated learning strategies. American Educational Research Journal, 23(4), 614-628. https://doi.org/10.3102/00028312023004614
  • Zimmerman, B. J., & Schunk, D. H. (Eds.). (2001). Self-regulated learning and academic achievement: Theoretical perspectives. Routledge. https://doi.org/10.4324/9781410601032
Yıl 2021, Cilt: 8 Sayı: 3, 116 - 127, 25.07.2021

Öz

Kaynakça

  • Achacoso, M. V. (2002). “What do you mean my grade is not an A?” An investigation of academic entitlement, causal attributions, and self-regulation in college students [Doctoral dissertation, The University of Texas at Austin]. https://repositories.lib.utexas.edu/bitstream/handle/2152/2486/achacosom07761.pdf
  • Ackerman, R., Parush, A., Nassar, F., & Shtub, A. (2016). Metacognition and system usability: Incorporating metacognitive research paradigm into usability testing. Computers in Human Behavior, 54, 101-113. https://doi.org/10.1016/j.chb.2015.07.041
  • Anderman, E. M., Gimbert, B., O’Connell, A. A., & Riegel, L. (2015). Approaches to academic growth assessment. British Journal of Educational Psychology, 85(2), 138-153. https://doi.org/10.1111/bjep.12053
  • Arbuckle, J. L. (2012). IBM SPSS Amos 21. Amos Development Corporation. https://doi.org/10.4135/9781526402257.n4
  • Aspinwall, L. G., & Taylor, S. E. (1997). A stitch in time: Self-regulation and proactive assessment. Journal of Curriculum Studies, 24(2), 153-164. https://doi.org/10.1037/0033-2909.121.3.417
  • Baird, J. R., & White, R. T. (1996). Metacognitive strategies in the classroom. Improving Teaching and Learning in Science and Mathematics (pp.190-200).
  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191. https://doi.org/10.1037/0033-295x.84.2.191
  • Bandura, A. (1986). The explanatory and predictive scope of self-efficacy theory. Journal of Social and Clinical Psychology, 4(3), 359-373. https://doi.org/10.1521/jscp.1986.4.3.359
  • Bjork, R. A., Dunlosky, J., & Kornell, N. (2013). Self-regulated learning: Beliefs, techniques, and illusions. Annual Review of Psychology, 64, 417-444. https://doi.org/10.1146/annurev-psych-113011-143823
  • Blincoe, S., & Garris, C. P. (2017). Challenging the assumption of a Western phenomenon: Academic entitlement in Saudi Arabia. The Journal of Experimental Education, 85(2), 278-290. https://doi.org/10.1146/annurev-psych-113011-143823
  • Boswell, S. S. (2012). “I deserve success”: Academic entitlement attitudes and their relationships with course self-efficacy, social networking, and demographic variables. Social Psychology of Education, 15(3), 353-365. https://doi.org/10.1007/s11218-012-9184-4
  • Bowers, J., & Kumar, P. (2015). Students’ perceptions of teaching and social presence: A comparative analysis of face-to-face and online learning environments. International Journal of Web-Based Learning and Teaching Technologies (IJWLTT), 10(1), 27-44. https://doi.org/10.4018/ijwltt.2015010103
  • Broadbent, J. (2017). Comparing online and blended learner’s self-regulated learning strategies and academic performance. The Internet and Higher Education, 33, 24-32. https://doi.org/10.1016/j.iheduc.2017.01.004
  • Broadbent, J., & Poon, W. L. (2015). Self-regulated learning strategies & academic achievement in online higher education learning environments: A systematic review. The Internet and Higher Education, 27, 1–13. https://doi.org/10.1016/j.iheduc.2015.04.007
  • Cho, M. H., Demei, S., & Laffey, J. (2010). Relationships Between Self-Regulation and Social Experiences in Asynchronous Online Learning Environments. Journal of Interactive Learning Research, 21(3), 297-316. https://www.learntechlib.org/p/29491.
  • Chowning, K., & Campbell, N. J. (2009). Development and validation of a measure of academic entitlement: Individual differences in students’ externalized responsibility and entitled expectations. Journal of Educational Psychology, 101(4), 982. https://doi.org/10.1037/a0016351
  • Ciani, K. D., Summers, J. J., & Easter, M. A. (2008). Gender differences in academic entitlement among college students. The Journal of Genetic Psychology, 169(4), 332-344. https://doi.org/10.3200/gntp.169.4.332-344
  • Correa, E. (2010). Integrating Feminist Pedagogy on-line: Contradictions of Teaching within a Culture of Entitlement Learning. In J.
  • Herrington & C. Montgomerie (Eds.), Proceedings of ED-MEDIA 2010--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2330-2334). https://www.learntechlib.org/primary/p/34964/.
  • DeTure, M. (2004). Cognitive style and self-efficacy: Predicting student success in online distance education. American Journal of Distance Education, 18(1), 21-38. https://doi.org/10.1207/s15389286ajde1801_3
  • Duncan, T. G., & McKeachie, W. J. (2005). The making of the motivated strategies for learning questionnaire. Educational Psychologist, 40(2), 117-128. https://doi.org/10.1207/s15326985ep4002_6
  • Dziuban, C., Moskal, P., Brophy, J., & Shea, P. (2007). Student satisfaction with asynchronous learning. Journal of Asynchronous Learning Networks, 11(1), 87-95. https://doi.org/10.24059/olj.v11i1.1739
  • Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual review of efficacy and reasons for taking an on-line class. Computers in Human Behavior, 18(2), 151-163. https://doi.org/10.1146/annurev.psych.53.100901.135153
  • Elliot, A. J., & McGregor, J. A. (2001). A 2x2 achievement goal framework. Journal of Personality and Social Psychology, 80, 501-519. https://doi.org/10.1037/0022-3514.80.3.501 Flavell, J. H. (1976). Metacognitive aspects of problem-solving. The nature of intelligence.
  • Frey, M. (2015). Academic entitlement, student motivation, and academic outcomes [Unpublished dissertation, University of Windsor]. https://scholar.uwindsor.ca/cgi/viewcontent.cgi?article=6635&context=etd
  • García, T., & Pintrich, P. R. (1991). Student Motivation and Self-Regulated Learning: A LISREL Model. https://files.eric.ed.gov/fulltext/ED333006.pdf
  • Greenberger, E., Lessard, J., Chen, C., & Farruggia, S. P. (2008). Self-entitled college students: Contributions of personality, parenting, and motivational factors. Journal of Youth and Adolescence, 37(10), 1193-1204. https://doi.org/10.1007/s10964-008-9284-9
  • Hambleton, R. K., & Patsula, L. (1998). Adapting tests for use in multiple languages and cultures. Social Indicators Research, 45(1-3), 153-171. https://doi.org/10.1023/A:1006941729637
  • Hazel, M., Crandall, H. M., & Caputo, J. S. (2014). The influence of instructor social presence and student academic entitlement on teacher misbehaviors in online courses. Southern Communication Journal, 79(4), 311-326. https://doi.org/10.1080/1041794x.2014.914563
  • Joo, Y. J., Bong, M., & Choi, H. J. (2000). Self-efficacy for self-regulated learning, academic self-efficacy, and internet self-efficacy in web-based instruction. Educational Technology Research and Development, 48(2), 5-17. https://doi.org/10.1007/bf02313398
  • Kickul, G., & Kickul, J. (2006). Closing the gap: Impact of student proactivity and learning goal orientation on e-learning outcomes. International Journal on E-Learning, 5(3), 361-372. https://www.learntechlib.org/p/5958.
  • Kitsantas, A., & Cleary, T. J. (2016). The development of self-regulated learning during secondary school years: A social cognitive instructional perspective. In Handbook of Motivation at School: Second Edition (pp. 169-187). Taylor and Francis Inc. https://doi.org/10.4324/9781315773384
  • Kizilcec, R. F., Pérez-Sanagustín, M., & Maldonado, J. J. (2017). Self-regulated learning strategies predict learner behavior and goal attainment in massive open online courses. Computers & Education, 104, 18-33. https://doi.org/10.1016/j.compedu.2016.10.001
  • Knepp, M. M. (2016). Academic entitlement and right-wing authoritarianism are associated with decreased student engagement and increased perceptions of faculty incivility. Scholarship of Teaching and Learning in Psychology, 2(4), 261-272. https://doi.org/10.1037/stl0000072
  • Kopp, J. P., Zinn, T. E., Finney, S. J., & Jurich, D. P. (2011). The development and evaluation of the academic entitlement questionnaire. Measurement and Evaluation in Counseling and Development, 44(2), 105-129. https://doi.org/10.1177/0748175611400292
  • Li, J., Pang, B., Zhang, B., & Du, H. (2011). Self-regulation: From basic theories to applications. J. Beijing Norm. Univ. 2011, 5–13. https://doi.org/10.1190/1.3659042
  • McLellan, C. K., & Jackson, D. L. (2017). Personality, self-regulated learning, and academic entitlement. Social Psychology of Education, 20(1), 159-178. https://doi.org/10.1007/s11218-016-9357-7
  • McMahon, M., & Oliver, R. (2001). Promoting self-regulated learning in an on-line methodological developments, and future prospects. American Educational Research Journal, 45(1), 166-183. https://files.eric.ed.gov/fulltext/ED466194.pdf
  • Midgley, C., Kaplan, A., & Middleton, M. (2001). Performance-approach goals: Good for what, for whom, under what circumstances, and at what cost? Journal of Educational Psychology, 93(1), 77–86. https://doi.org/10.1037/0022-0663.93.1.77
  • Moore, M. G., & Kearsley, G. (2005). Distance education: A systems view (2nd ed.). Wadsworth Publishing Co. Page, S., & Alexitch, L. R. (2003). Learning-and grade-orientation, sex, and prediction of self-reported academic performance. Psychological Reports, 92(1), 320-324. https://doi.org/10.2466/pr0.2003.92.1.320
  • Pajares, F. (2008). Motivational role of self-efficacy beliefs in self-regulated learning. Motivation and Self-Regulated Learning: Theory, Research, and Applications, 111139.
  • Panadero, E., Jonsson, A., & Botella, J. (2017). Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses. Educational Research Review, 22, 74-98. https://doi.org/10.1016/j.edurev.2017.08.004
  • Pintrich P.R., Zusho A. (2002) Student Motivation and Self-Regulated Learning in the College Classroom. In: Smart J.C., Tierney W.G. (eds) Higher Education: Handbook of Theory and Research, vol 17. Springer, Dordrecht. https://doi.org/10.1007/978-94-010-0245-5_2
  • Pintrich, P. R. (1991). A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ). https://doi.org/10.1037/t09161-000 Pintrich, P. R. (2000). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology, 92(3), 544. https://doi.org/10.1037/0022-0663.92.3.544
  • Puzziferro, M. (2008). Online technologies self-efficacy and self-regulated learning as predictors of final grade and satisfaction in college-level online courses. The Amer. Jrnl. of Distance Education, 22(2), 72-89. https://doi.org/10.1080/08923640802039024
  • Rao, K., Eady, M., & Edelen-Smith, P. (2011). Creating virtual classrooms for rural and remote communities. Phi Delta Kappan, 92(6), 22-27. https://doi.org/10.1177/003172171109200605
  • Reinhardt, J. (2012). Conceptualizing academic entitlement: What are we measuring? [Unpublished thesis, University of Windsor]. reported academic performance. Psychological Reports, 92(1), 320-324.review, 84(2),191. https://scholar.uwindsor.ca/cgi/viewcontent.cgi?article=1040&context=etd
  • Rickey, D., & Stacy, A. M. (2000). The role of metacognition in learning chemistry. Journal of Chemical Education, 77(7), 915. https://doi.org/10.1021/ed077p915
  • Rosenthal, A. (2013, Feburuary 19). The trouble with online college. NY Times. Schraw, G., Crippen, K. J., & Hartley, K. (2006). Promoting self-regulation in science education: Metacognition as part of a broader perspective on learning. Research in Science Education, 36(1-2), 111-139. https://doi.org/10.1007/s11165-005-3917-8
  • Schunk, D. H., & Pajares, F. (2004). Self-efficacy in education revisited: Empirical and applied evidence. Big Theories Revisited, 4, 115-138.
  • Schunk, D. H., & Pajares, F. (2009). Self-efficacy theory. Handbook of Motivation at School, 35-53.
  • Schunk, D. H., & Usher, E. L. (2012). Social cognitive theory and motivation. In R. M. Ryan (Ed.), Oxford library of psychology. The Oxford handbook of human motivation (pp. 13–27). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780195399820.013.0002
  • Serdyukov, P. (2015). Does online education need a special pedagogy?. Journal of Computing and Information Technology, 23(1), 61-74. https://doi.org/10.2498/cit.1002511
  • Singleton-Jackson, J. A., Jackson, D. L., & Reinhardt, J. (2010). Students as consumers of knowledge: Are they buying what we’re selling? Innovative Higher Education, 35(5), 343-358. https://doi.org/10.1007/s10755-010-9151-y
  • Singleton-Jackson, J.A., Jackson, D., & Reinhardt, J. (2011). Academic entitlement: Exploring definitions and dimensions of entitled students. Journal of Interdisciplinary Social Sciences, 5(9), 229-236. https://doi.org/10.18848/1833-1882/cgp/v05i09/51883
  • Sins, P. H., Van Joolingen, W. R., Savelsbergh, E. R., & van Hout-Wolters, B. (2008). Motivation and performance within a collaborative computer-based modeling task: Relations between students’ achievement goal orientation, self-efficacy, cognitive processing, and achievement. Contemporary Educational Psychology, 33(1), 58-77. https://doi.org/10.1016/j.cedpsych.2006.12.004
  • Spitzer, M. (2012). Digitale Demenz: Wie wir uns und unsere Kinder um den Verstand bringen [Digital dementia: How we lose our minds to ourselves and our children]. Droemer eBook. https://medien.ubitweb.de/pdfzentrale/978/342/630/Leseprobe_l_9783426300565.pdf
  • Sun, J. C.Y., & Rueda, R. (2012). Situational interest, computer self-efficacy and self-regulation: Their impact on student engagement in distance education. British Journal of Educational Technology, 43, 191–204. https://doi.org/10.1111/j.1467-8535.2010.01157.x
  • Sun, Z., Liu, R., Luo, L., Wu, M., & Shi, C. (2017). Exploring collaborative learning effect in blended learning environments. Journal of Computer Assisted Learning, 33(6), 575-587. https://doi.org/10.1111/jcal.12201
  • Tao, J., Zheng, C., Lu, Z., Liang, J. C., & Tsai, C. C. (2020). Cluster analysis on Chinese university students’ conceptions of English language learning and their online self-regulation. Australasian Journal of Educational Technology, 105-119. https://doi.org/10.14742/ajet.4844
  • Thibodeaux, J., Deutsch, A., Kitsantas, A., & Winsler, A. (2017). First-year college students’ time use: Relations with self-regulation and GPA. Journal of Advanced Academics, 28(1), 5-27. https://doi.org/10.1177/1932202x16676860
  • Tsai, Y. H., Lin, C. H., Hong, J. C., & Tai, K. H. (2018). The effects of metacognition on online learning interest and continuance to learn with MOOCs. Computers & Education, 121, 18-29. https://doi.org/10.1016/j.compedu.2018.02.011
  • Wang, C. H., Shannon, D. M., & Ross, M. E. (2013). Students’ characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning. Distance Education, 34(3), 302-323. https://doi.org/10.1080/01587919.2013.835779
  • Zhu, L., & Anagondahalli, D. (2017). Effects of academic entitlement on conflict management: Implications of a consumer culture for the student-teacher relationship. Communication Reports, 30(1), 14-25. https://doi.org/10.1080/08934215.2016.1225223
  • Zhu, L., Anagondahalli, D., & Yilmaz, G. (2019). Customers or academic trainees? An Experimental investigation to reduce academic entitlement in the college classroom. Communication Studies, 70(4), 507-519. https://doi.org/10.1080/10510974.2019.1597745
  • Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166-183. https://doi.org/10.3102/0002831207312909
  • Zimmerman, B. J., & Pons, M. M. (1986). Development of a structured interview for assessing student use of self-regulated learning strategies. American Educational Research Journal, 23(4), 614-628. https://doi.org/10.3102/00028312023004614
  • Zimmerman, B. J., & Schunk, D. H. (Eds.). (2001). Self-regulated learning and academic achievement: Theoretical perspectives. Routledge. https://doi.org/10.4324/9781410601032
Toplam 68 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Research Article
Yazarlar

Yan Daı Bu kişi benim 0000-0003-1170-7776

Xi Lın Bu kişi benim 0000-0003-2387-4117

Shu Su Bu kişi benim 0000-0003-4172-9474

Li Lı Bu kişi benim 0000-0001-8838-7710

Yayımlanma Tarihi 25 Temmuz 2021
Yayımlandığı Sayı Yıl 2021 Cilt: 8 Sayı: 3

Kaynak Göster

APA Daı, Y., Lın, X., Su, S., Lı, L. (2021). The Online Learning Academic Achievement of Chinese Students during the COVID-19 Pandemic: the Role of Self-Regulated Learning and Academic Entitlement. International Journal of Psychology and Educational Studies, 8(3), 116-127.