Self-Regulated Learning and Computer Self-Efficacy Relationships in Online Learnin

The purpose of this quantitative, correlational study was to assess if any significant relationships existed among intrinsic goal orientation, task value, and effort regulation on computer self-efficacy, for 152 participants taking online psychology courses at a community college in the Midwest United States. Three constructs included in self-regulation theory---goal orientation, task value, and effort regulation---served as the predictor variables operationally measured using the Motivated Strategies for Learning Questionnaire. The criterion variable, computer self-efficacy, was operationally measured using The Computer Self-Efficacy Scale. The first research question focused on the relationships among intrinsic goal orientation, task value, and effort regulation on computer self-efficacy. The bivariate correlation between intrinsic goal orientation and computer self-efficacy was positive and significant ( r = .340, p < .001). The bivariate correlation between effort regulation and computer self-efficacy was positive and significant. (r = .185, p < .01). The conduction of a linear regression analysis tested the second research question to examine if intrinsic goal orientation, task value, and effort regulation predicted computer self-efficacy. Intrinsic goal orientation significantly predicted computer self-efficacy (beta = .340, p < .001). Interventions community college instructors could utilize to enhance intrinsic goal orientation include growth mindset exercises, ePortfolio goal tracking systems, or learning journals. Community college instructors can remind students to remove temptations from their study environments in order to improve effort regulation.