Exploring first-time online undergraduate and graduate students' growth mindsets and flexible thinking and their relations to online learning engagement

被引：36
|
作者：
Tseng, Hungwei [1 ]
Kuo, Yu-Chun [2 ]
Walsh, Eamonn Joseph, Jr. [3 ]
机构：
[1] Jacksonville State Univ, Online JSU, 700 Pelham Rd N,212A Self Hall, Jacksonville, AL 36265 USA
[2] Rowan Univ, Dept Sci Technol Engn Arts & Math Educ, 201 Mullica Hill Rd, Glassboro, NJ 08028 USA
[3] Jacksonville State Univ, 700 Pelham Rd N,201 Bibb Graves Hall, Jacksonville, AL 36265 USA
来源：
ETR&D-EDUCATIONAL TECHNOLOGY RESEARCH AND DEVELOPMENT | 2020年 / 68卷 / 05期
关键词：
Growth mindsets; Flexible thinking; Online learning engagement; Learning self-efficacy; First-time online undergraduate and graduate students; INTERNET SELF-EFFICACY; MOTIVATIONAL BELIEFS; SATISFACTION; ACHIEVEMENT; INTERVENTION; PERCEPTIONS; PREDICTORS; BEHAVIOR; ANXIETY; MEMBERS;
D O I：
10.1007/s11423-020-09774-5
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
The present study was an attempt to help us reveal the characteristics and complexity of today's first-time online students in a higher education setting. Data were collected from undergraduate and graduate students enrolled in fully online courses for the first time during spring semester in the 2016-2017 academic year at a Southern university in the United States. Primarily, path analysis was conducted to investigate the impacts of flexible thinking, mindsets, and self-efficacy on the 254 first-time online students' online learning engagement. The results of the path analysis supported six out of the eight hypotheses and all standardized path coefficients have values between 0.14 and 0.31. In conclusion, growth mindset and learning self-efficacy appear to be important variables for first-time online students and have a positive relation to online engagement. The practical implications and future research are discussed.
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页码：2285 / 2303
页数：19
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