Self-efficacy for self-regulated learning, academic self-efficacy, and internet self-efficacy in web-based instruction

By Young Ju Joo, M. Bong, Hangjun Choi. 2000

596 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Gender Studies

View Paper: https://www.semanticscholar.org/paper/1d24510b37bd23548c74c6e79b89f78f3a795108

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

In Education

In Gender Studies

Citations in the corpus

Academic Self-Concept and Self-Efficacy: How Different Are They Really? (2003, background): “Joo et al. (2000), for instance, measured students' biol ogy self-efficacy, Internet self-efficacy, written biology test performance, and Internet biology test performance during Web-based instruction in biology.”
The Relationship Between Self-Regulation and Online Learning in a Blended Learning Context (2004, background): “The significant correlation between self-efficacy and final grades in this study supported findings by Wang and Newlin (2002a, 2002b), Joo, Bong, and Choi (2000), and Zhang, Li, Duan, and Wu (2001) that there is a significant and positive relationship, either direct or indirect, between…”
Examining the Correspondence between Self-Regulated Learning and Academic Achievement: A Case Study Analysis (2013, unknown): “85 [18, 42].”
Investigating the Effectiveness of Inquiry Instruction on the Motivation of Different Learning Styles Students (2005, background): “Students’ motivation in science learning studies have been investigated in the following areas, such as students’ self-efficacy ( Joo, Bong & Choi, 2000; Schoon & Boone, 1998), learning goal (Shimoda et al., 2002), learning strategies (Chalupa et al., 2001), and learning environment (Hanrahan, 1998”
Self-Efficacy In Online Learning Environments: A Literature Review (2016, background): “Other than the technology factor, some studies have focused on the learning factor alone (Artino, 2007; C. Hodges, 2008; Joo et al., 2000; Joo, Lim, & Kim, 2013; Y.-M. Lin, Lin, & Laffey, 2008; Shea & Bidjerano, 2010; Xiao, 2012) and others focused on general self-efficacy in online learning environ”
Differences in Self-Regulation for Online Learning Between First- and Second-Generation College Students (2004, background): “The importance of technological self-efficacy to learner success in online instruction is intuitively obvious and supported in the recent literature (AlKhaldi and Al-Jabri, 1998; Hill and Hannafin, 1997; Joo et al., 2000).”
Conceptualizing and Testing a Social Cognitive Model of the Digital Divide (2011, background): “…studies have reported that CSE plays an influential role in shaping learning outcomes by affording individuals with capabilities to explore Internet content and use communication technologies with ease (e.g., Greenberg 2001, Joo et al. 2000, Mann et al. 1999, Papasratorn and Wangpipatwong 2006).”
Relationship Between Student Characteristics and Academic Achievement in Distance Education and Application on Students of Anadolu University (2004, methodology): “However, as it was found in some of the previous researchs (Zimmerman & Martinez-Pons, 1990; Joo et al., 2000 ), self-regulation characteristic becomes significant for females.”
On the Functional Properties of Perceived Self-Efficacy Revisited (2012, background): “Selfregulatory efficacy serves the same positive function after multiple controls are applied in the construction of knowledge through the Internet (Joo et al., 2000).”
Growing primacy of human agency in adaptation and change in the electronic era (2002, background): “Perceived self-efficacy for self-regulated learning enhances perceived self-efficacy to use the Internet which, in turn, predicts success in managing Internet-based selfinstruction ( Joo, Bong, & Choi, 2000 ).”