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METACOGNITIVE SELF-REGULATION, SELF-EFFICACY FOR LEARNING AND PERFORMANCE, AND CRITICAL THINKING AS PREDICTORS OF ACADEMIC SUCCESS AND COURSE RETENTION AMONG COMMUNITY COLLEGE STUDENTS ENROLLED IN ONLINE, TELECOURSE, AND TRADITIONAL PUBLIC SPEAKING COURSE

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Date Issued:
2006
Abstract/Description:
The purpose of the study was to investigate whether metacognitive self-regulation, self-efficacy for learning and performance, and critical thinking could be identified as predictors of student academic success and course retention among community college students enrolled in online, telecourses, and traditional Fundamentals of Speech (public speaking) courses. The study was conducted during the Fall 2005 semester at Valencia Community College (VCC). Data for this study were collected from participating students enrolled in either one of the two online, two telecourse, and two traditional face-to-face public speaking courses chosen for analysis. Fifty-seven participants answered Pintrich, Smith, Garcia, and McKeachie (1991) Motivated Strategies for Learning Questionnaire (MSLQ). Quantitative statistical analysis was used to investigate the impact of metacognitive self-regulation, self-efficacy for learning and performance, and critical thinking on academic success and course completion in the three delivery modes. Data were analyzed and found self-efficacy was a significant predictor of final course grade. There was a significant relationship between critical thinking and self-regulation but not final grade. Self-efficacy was a predictor of informative speech grade however; self-regulation and critical thinking were not. No variable was a significant predictor of course completion which may be due to the small sample size among students who took the survey and did not complete the course. There was no statistically significant difference found with self-efficacy, self-regulation, critical thinking and course type (online, telecourse, traditional).
Title: METACOGNITIVE SELF-REGULATION, SELF-EFFICACY FOR LEARNING AND PERFORMANCE, AND CRITICAL THINKING AS PREDICTORS OF ACADEMIC SUCCESS AND COURSE RETENTION AMONG COMMUNITY COLLEGE STUDENTS ENROLLED IN ONLINE, TELECOURSE, AND TRADITIONAL PUBLIC SPEAKING COURSES.
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Name(s): Gaythwaite, Edie, Author
Witta, E. Lea, Committee Chair
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2006
Publisher: University of Central Florida
Language(s): English
Abstract/Description: The purpose of the study was to investigate whether metacognitive self-regulation, self-efficacy for learning and performance, and critical thinking could be identified as predictors of student academic success and course retention among community college students enrolled in online, telecourses, and traditional Fundamentals of Speech (public speaking) courses. The study was conducted during the Fall 2005 semester at Valencia Community College (VCC). Data for this study were collected from participating students enrolled in either one of the two online, two telecourse, and two traditional face-to-face public speaking courses chosen for analysis. Fifty-seven participants answered Pintrich, Smith, Garcia, and McKeachie (1991) Motivated Strategies for Learning Questionnaire (MSLQ). Quantitative statistical analysis was used to investigate the impact of metacognitive self-regulation, self-efficacy for learning and performance, and critical thinking on academic success and course completion in the three delivery modes. Data were analyzed and found self-efficacy was a significant predictor of final course grade. There was a significant relationship between critical thinking and self-regulation but not final grade. Self-efficacy was a predictor of informative speech grade however; self-regulation and critical thinking were not. No variable was a significant predictor of course completion which may be due to the small sample size among students who took the survey and did not complete the course. There was no statistically significant difference found with self-efficacy, self-regulation, critical thinking and course type (online, telecourse, traditional).
Identifier: CFE0000949 (IID), ucf:46749 (fedora)
Note(s): 2006-05-01
Ed.D.
Education, Department of Educational Studies
Doctorate
This record was generated from author submitted information.
Subject(s): Self-regulation
self-efficacy
public speaking
community college
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0000949
Restrictions on Access: public
Host Institution: UCF

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