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The relationship between epistemological beliefs and self-regulated learning skills in the online course environment
Epistemological beliefs and self-regulated learning skills, as meta-cognitive constructs, have been suggested as being associated with positive learning outcomes. Results from research literature, however, have been mixed as to the impact of epistemological beliefs, self-regulated learning skills, or some combination of the two meta-cognitive constructs as being associated with academic achievement. The relationship between epistemological beliefs and self-regulated learning skills as associated with academic achievement among online learners was examined in this study.
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More about this material
- Material Type:
- Open (Access) Journal-Article
- Date Added to MERLOT:
- July 7, 2014
- Date Modified in MERLOT:
- September 13, 2022
- Authors:
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Lucy Barnard,
Baylor University
William Y. Lan, Texas Tech University
Steven M. Crooks, Texas Tech University
Valerie Osland Paton, Texas Tech University - Submitter:
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Barbra Bied Sperling
- Primary Audience:
- College Lower Division, College Upper Division, Graduate School
- Mobile Compatibility:
- Not specified at this time
- Technical Requirements:
- Adobe Reader (for pdf) or Web Browser (for html)
- Language:
- English
- Cost Involved:
- No
- Source Code Available:
- No
- Creative Commons:
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This work is licensed under a Attribution-NonCommercial-NoDerivs 3.0 United States
