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Internet Self-Efficacy, Self-Regulation, and Student Performance: African-American Adult Students in Online Learning

, Rowan University, United States ; , Jacksonville State University, United States ; , North Carolina A&T State University, United States

International Journal on E-Learning Volume 19, Number 2, ISSN 1537-2456 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

The paper intended to investigate adult students’ Internet self-efficacy, self-regulation, and performance in online learning environments. The relationships between these variables and the effect of student characteristics on Internet self-efficacy and self-regulation were explored. The participants of this study were African American students from a university in the United States. They participated in two web-based research courses offered in summer. Data were collected through an online survey and were analyzed by a quantitative approach. The results showed Internet self-efficacy was positively related to self-regulation at a significant level. Student performance was significantly associated with Internet self-efficacy but not with self-regulation. The differences of gender and age did not have a significant impact on Internet self-efficacy and self-regulation. Discussions and implications were addressed according to the major findings of this study.

Citation

Kuo, Y.C., Tseng, H. & Kuo, Y.T. (2020). Internet Self-Efficacy, Self-Regulation, and Student Performance: African-American Adult Students in Online Learning. International Journal on E-Learning, 19(2), 161-180. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved April 1, 2020 from .