The influence of computer self-efficacy, metacognitive self-regulation and self-esteem on student engagement in online learning programs: Evidence from the virtual world of Second Life
By Nikolaos Pellas. Computers in Human Behavior, 2014
361 citations recorded by the source corpus.
Subfields: Gender Studies, Information Systems and Management, Sociology and Political Science
View Paper: https://www.semanticscholar.org/paper/8db9a5c5afd1a42ebe7db1fc464467d3c02adce6
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In Gender Studies
In Information Systems and Management
In Sociology and Political Science
Citations in the corpus
- The Role of Self-directed Learning, Metacognition, and 21st Century Skills Predicting the Readiness for Online Learning (2021, background): “Pellas (2014) found a positive relationship between the metacognitive awareness levels of students registered in online learning at a university and their attitudes towards online learning.”
- Student engagement in online learning in Latin American higher education during the COVID‐19 pandemic: A systematic review (2022, background): “In terms of cognitive engagement, our findings indicate that it is crucially important to take into account motivation, positive self-perception of digital literacy, and self-regulation: Pellas (2014) also reported that these characteristics play a pivotal role in the success of online learning.”
- Self-Efficacy In Online Learning Environments: A Literature Review (2016, background): “Another empirical study by Pellas (2014) with 305 university students who were taking online courses, found that computer self-efficacy has a positive relationship with students’ cognitive and emotional engagement factors, and a negative relationship with behavioral factors.”