Motivational beliefs and perceptions of instructional quality: predicting satisfaction with online training

By Anthony R. Artino Jr.. Journal of Computer Assisted Learning, 2007

331 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/53a3c13851f53fdb0294c466eba8cf653e4d75b7

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 Social Psychology

Citations in the corpus

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”
Predicting student satisfaction and perceived learning within online learning environments (2018, neutral): “Perceived learning (Artino, 2007b) ● In your estimation, how well did you learn the material presented in this course?”
Examining the relationship between English language learners’ online self-regulation and their self-efficacy (2017, neutral): “If students fail in online courses due to a lack of self-regulatory learning ability, they may exhibit insufficiency in goal commitment, locus of control, coping strategies, or resilience required to complete tasks (Artino, 2008; Cho & Shen, 2013).”
Examining motivation in online distance learning environments: Complex, multifaceted and situation-dependent (2011, background): “Self-Determination Theory (SDT) As suggested by Miltiadou and Savenye (2003), studies of motivation in online learning environments have adopted various frameworks to underpin their research (e.g., Artino, 2008; Shroff et al., 2007; Yukselturk & Bulut, 2007).”
Self-regulation in online learning (2013, background): “, satisfaction and achievement) in technology-mediated learning environments (Artino, 2008; Greene & Azevedo, 2009).”
Self-regulated learning: the role of motivation, emotion, and use of learning strategies in students’ learning experiences in a self-paced online mathematics course (2015, background): “The findings of the current study support previous research results: Artino (2008) found that task value and self-efficacy for learning positively predict students’ satisfaction with an online course.”