Situational interest, computer self-efficacy and self-regulation: Their impact on student engagement in distance education

By Jerry Chih-Yuan Sun, Robert Rueda. British Journal of Educational Technology, 2012

741 citations recorded by the source corpus.

Subfields: Education, Gender Studies, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/0b9ec66ea6a8104779172f8c78124ee32f070ec2

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Citations in the corpus

Students’ motivation and engagement in higher education: the importance of attitude to online learning (2020, background): “2007; Sun and Rueda 2012), and effort, energy, and time (quality of the effort towards learning; Krause and Coates 2008; Kuh and Hu 2001; Reschly and Christenson 2012; Robinson and Hullinger 2008).”
A structural equation model of predictors of online learners’ engagement and satisfaction (2019, neutral): “…presenting extra course resources, applying active learning approaches, using course tutors, and including motivational factors (Baker & Taylor, 2012; Bates & Khasawneh, 2007; Hew, 2016; Kanuka, 2005; Kelly, 2012; Richardson & Long, 2003; Sull, 2012; Sun & Rueda, 2012; Webster & Hackley, 1997).”
Encouraging intrinsic motivation in management training: The use of business simulation games (2019, background): “In this sense, engagement refers to “the quality of effort students make to perform well and achieve desired outcomes” (Sun & Rueda, 2012; p.193).”
The role of students' motivation and participation in predicting performance in a MOOC (2016, background): “MOOC motivation, participation and performance 7 Sun and Rueda (2012) investigated the relationship between motivation and engagement, and found that situational interest predicts behavioural, emotional and cognitive engagement.”
Constructionist Gaming: Understanding the Benefits of Making Games for Learning (2015, background): “These ﬁndings also reinforce the wider body of research (e.g., Moreno & Mayer, 2005; Sun & Rueda, 2012) that collectively points to the commonsense (but nonetheless routinely ignored) precept that students’ sense of conﬁdence with digital technology is inextricably tied to the actual activities in…”
Self-regulated learning strategies predict learner behavior and goal attainment in Massive Open Online Courses (2017, background): “…to actively and autonomously engage in the learning process (C.-H. Wang, Shannon, & Ross, 2013), which demands both a high level of confidence in their own abilities and the ability to manage their own learning process (Liang & Tsai, 2008; Sun & Rueda, 2012; Tsai, Chuang, Liang, & Tsai, 2011).”
The Influence of Motivational Regulation Strategies on Online Students’ Behavioral, Emotional, and Cognitive Engagement (2018, methodology): “The validity of the engagement scale was tested through the exploratory factor analysis and confirmed three distinct engagement factors (Sun & Rueda, 2012).”