Naslov
Engagement in online learning: the role of self- regulated learning and personality traits

Autori
Petričević, Ema

Vrsta, podvrsta i kategorija rada
Sažeci sa skupova, sažetak, znanstveni

Izvornik
Current trends in psychology 2021 / - Novi Sad : Filozofski fakultet Univerziteta u Novom Sadu, 2021, 75-76

ISBN
978-86-6065-677-5

Skup
Savremeni trendovi u psihologiji = Current Trends in Psychology

Mjesto i datum
Novi Sad, Srbija, 28.10.2021. - 30.10.2021

Vrsta sudjelovanja
Predavanje

Vrsta recenzije
Međunarodna recenzija

Ključne riječi
online learning, engagement, selfregulated learning, selfefficacy, personality

Sažetak
Successful learning requires self-regulated learning, self-efficacy, as well as active engagement. Self-regulated learning is an active and constructive process through which students set learning goals, monitor and regulate their own behavior, thinking, emotions. Self-efficacy in the learning process refers to an individual's beliefs about their own competence to perform online learning tasks. Engagement in learning consists of several aspects: the behavioural aspect refers to the investment of effort ; cognitive aspect to learning with understanding ; emotional aspect to positive emotions during learning ; and agentic aspect refers to asking questions, giving suggestions. Although important for successful learning, self-regulated learning and engagement in online learning seem to be difficult for some students to achieve. For example, due to high sociability, extroverted students in isolation may find it difficult to regulate learning and become actively engaged in online learning. On the other hand, students with a higher need for cognition, due to their propensity to invest effort in cognitive tasks, might find it easier to regulate and actively engage in online learning. Therefore, the aim of this research was to explore the role of self-regulated learning and personality traits in online learning engagement. The research problem was to examine the mediating role of self- efficacy and self-regulated learning in the relationship between the need for cognition and extraversion, and different aspects of engagement in online learning. The sample consisted of 259 students (80% female) from Croatia, with an average age of 25 years. Self-reported questionnaires were used to collect data. Structural equation modeling was used for mediation analysis. The results showed that self- efficacy and self-regulated learning activities had a mediating role in the relationship between the need for cognition and behavioural, cognitive and agentic engagement in online learning (total indirect effects: B = 0.32, SE = 0.13, β = .26, 95 % CI [0.065, 0.580] ; B = 0.26, SE = 0.07, β = .25, 95% CI [0.114, 0.403] ; B = 0.25, SE = 0.11, β = .19, 95% CI [0.039, 0.455 ]). On the other hand, self-efficacy and self-regulated learning activities did not have a mediating role in the relationship between extraversion and engagement in online learning. The model explained 75% of the variance of behavioural engagement, 48% of the variance of cognitive engagement, 35% of the variance of emotional engagement, and 36% of the variance of agentic engagement in online learning. Regarding the relationship between extraversion and aspects of engagement, extraversion was significantly associated only with agentic engagement (r = .29, p <0.001), which encompasses the transaction component. This suggests that for extroverted students activities involving interaction with others are important for successful engagement in online learning activities.

Izvorni jezik
Engleski

Znanstvena područja
Psihologija

POVEZANOST RADA