Relationships among self-regulated learning components, motivational beliefs and computer programming achievement in an online learning environment

Abstract

This study analyzed relationships among motivational beliefs (intrinsic goal orientation, extrinsic goal orientation, control beliefs, task value, self-efficacy, and test anxiety), self-regulated learning components (cognitive strategy use, self-regulation) and computer programming achievement in an online learning environment. The study consisted of 38 participants from an online Information Technologies Certificate Program which is based on synchronous and asynchronous communication methods over the Internet. Data are gathered from two consecutive online computer programming courses in this online certificate program, where the second course followed the first one in content as well. Motivated Strategies for Learning Questionnaire (MSLQ) was used to collect relevant data. The results of the study indicated that the effect of self-efficacy variable on students’ programming achievement was statistically significant in the first course and the effect of self-regulation variable on students’ programming achievement was statistically significant in the second course.