The relationship between self-regulated learning behaviors and academic performance in web-based courses

(ABSTRACT) This study investigated self-regulated learning behaviors and their relationships with academic performance in web-based courses. The participants (n = 106) were distance learners taking humanities and technical coursed offered by a community college in Virginia. Data was collected using 28 items from the Motivated Strategies for Learning Questionnaire and 5 demographically related items. Data analysis included factor analyses, multivariate analysis of variance, and regression analyses. The employment of self-regulated learning behaviors differed between humanities and technical courses (p = .0138). Time and study environment management (p = .0009) and intrinsic goal orientation (p = .0373) categories reported significant findings in their relationship to academic performance. The factors affiliated with time and study environment management and intrinsic goal orientation were used as predictors in the development of a mathematical formula used to predict academic success in a web-based course. These predictors explain 21 percent of the variance in the academic success rating calculated using the mathematical formula developed from this study. iii Acknowledgements I acknowledge my Lord and Savior, Jesus Christ, for providing me the perseverance to complete this document. Without Him none of this would have been possible. I give Him the glory and praise for providing me with a supportive family who has given me spiritual and emotional support. I thank my grandmother for the life she has lived for the Lord and giving me the spiritual guidance I need to live my life for Him. I thank my mother for her work ethic and support of my academic endeavors and making a way when opportunities seemed to be closed to assure my personal and academic dreams were fulfilled. I thank all of my family for the prayers, support, and confidence they had in my ability to accomplish the academic challenges I encountered up to this point. The things I have been able to accomplish are in honor of and for my family. I appreciate the professional guidance of my advisor, Dr. Mike Moore, and the others who served on my advisory committee who worked diligently to assure the completion of this work. Your professional insight, consultations, and confidence were integral pieces that made it possible to make the transition from a student to a professional in academia. It is at this time I would like to extend my gratitude to all who have made a positive impact on my spiritual, personal, academic, and professional life. There were …