Date

7-2018

Department

School of Education

Degree

Doctor of Education (EdD)

Chair

Ellen L Black

Keywords

Dual Enrollment, Motivated Strategies for Learning Questionnaire, Motivation, Online Learning Self-Regulation

Disciplines

Curriculum and Social Inquiry | Education | Educational Assessment, Evaluation, and Research | Educational Psychology | Higher Education | Online and Distance Education | Outdoor Education

Abstract

This study seeks to examine the relationship of motivation and self-regulated learning with online college course completion among dual enrolled high school students in Northwest Iowa. The purpose of this study is to determine if there is a predictive relationship between high school student self-efficacy, intrinsic value, test anxiety, cognitive strategy usage and self-regulation strategy usage and successful completion of an online college course. A predictive correlational study was performed. A convenient sample of 23 high school students from one urban Northwest Iowa school district was utilized. Students were surveyed regarding these traits using the Motivated Strategies for Learning Questionnaire (MSLQ). Once survey responses were attained, binary logistic regression modeling was used to determine the strength of predictor variables to predict the final course grade of passing or failing. The study determined there was not a significant predictive relationship between variables and successful course completion. It is suggested that further study be conducted with a larger sample.

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