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Electronic Portfolios: Motivation, Self-Regulation, and Academic Achievement in Primary and Secondary Schools
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, , University of South Florida, United States

Society for Information Technology & Teacher Education International Conference, in Jacksonville, Florida, United States ISBN 978-1-939797-07-0 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This systematic literature review synthesized empirical quantitative and qualitative studies published in 2004-2013 that examined the impact of e-portfolios on student academic motivation, self-regulation, and performance. Peer-reviewed publications that focused on electronic, digital, web or online portfolios were examined and coded using Motivational Strategies and Learning Strategies (Pintrich & De Groot, 1990) as a framework. Findings suggest: 1) Both the process and product portfolios were associated with motivation and self-regulation. 2) Numerous studies have demonstrated the benefits of e-portfolios for increasing learning strategies, motivation strategies, academic achievement, and technical aptitude. 3) E-portfolios must be student-centered, offer some user control, and require full commitment and planning. This review provides evidence that e-portfolios can have an impact on self-regulation and academic performance at the K-12 level.

Citation

Blaustein, C. & Lou, Y. (2014). Electronic Portfolios: Motivation, Self-Regulation, and Academic Achievement in Primary and Secondary Schools. In M. Searson & M. Ochoa (Eds.), Proceedings of SITE 2014--Society for Information Technology & Teacher Education International Conference (pp. 1734-1742). Jacksonville, Florida, United States: Association for the Advancement of Computing in Education (AACE). Retrieved October 22, 2019 from .

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