The effect of learning motivation on Web-based learning behavior and academic achievement

• Main Author: 吳佩羿
• Other Authors: 王淑玲
• Format: Others
• Language: zh-TW
• Published: 2002
• Online Access: http://ndltd.ncl.edu.tw/handle/51063687509414538497

碩士 === 國立臺灣科技大學 === 技術及職業教育研究所 === 90 === The purposes of this study were to explore the effect of self-efficacy on Web based learning behaviors, and the effect of students’ learning behaviors on academic achievement. This study hypothesized that higher self-efficacy could lead to the use of higher quality of feedback, such as elaborated feedback, and to promote better use of effective learning strategies, such as elaboration strategy or critical thinking strategy. Moreover, the learners who received higher quality of feedback had higher self-efficacy and better academic achievement. This study was conducted through Networked Portfolio System. There were seventy-six students from Educational Psychology course. The result showed that students’ self-efficacy had effect on the quality of feedback which they provided to others, and their use of learning strategies. In addition, students who had higher self-efficacy not only used more effective learning strategies but also provided others with higher quality of feedback. Moreover, the learners who used higher level of learning strategies provided peer with higher quality of feedback. Finally, the students who received higher quality of peer feedback had higher self- efficacy.