The relationship of epistemological beliefs with self-regulatory skills in the online course environment

Lucy Barnard-Brak, William Lan, Steven Crooks, Valerie Paton

Research output: Contribution to journalArticlepeer-review

Abstract

Epistemological beliefs and self-regulated learning skills, as meta-cognitive constructs, have been suggested as being associated with positive learning outcomes. Results from research literature, however, have been mixed as to the impact of epistemological beliefs, self-regulated learning skills, or some combination of the two meta-cognitive constructs as being associated with academic achievement. The relationship between epistemological beliefs and self-regulated learning skills as associated with academic achievement among online learners was examined in this study.
Original languageEnglish
Pages (from-to)261-266
JournalJournal of Online and Learning Teaching
StatePublished - 2008

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