Differences between low and high achieving distance learners in locus of control, achievement motivation and metacognition

Differences between low and high achieving distance learners in locus of control, achievement motivation and metacognition

• Jegede, Olugbemiro Centre for Research in Distance & Adult Learning, Open University of Hong Kong
• Taplin, Margaret Centre for Research in Distance & Adult Learning, Open University of Hong Kong
• Fan, Rocky Y. K. School of Science and Technology, Open University of Hong Kong
• Chan, May S. C. School of Science and Technology, Open University of Hong Kong
• Yum, Jessie Centre for Research in Distance & Adult Learning, Open University of Hong Kong

Distance Education, 20(2), 255-273, 1999

Routledge

1999

• Q Philosophy of Education, Educational System & School At Different Levels
  • QG Adult, Lifelong & Continuing Education
    • QGE Distance Education

Ability Grouping Academic Achievement Achievement Need Comparative Analysis Distance Education Foreign Countries Higher Education Instructional Design Locus of Control Metacognition Questionnaires Student Surveys Open University of Hong Kong Student Support Services

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

A total of 712 students of the Open University of Hong Kong (OUHK) - sampled from high achievers and low achievers, as defined by their performances in their overall course scores in four consecutive semesters--participated in the study. An instrument, the Survey of Students' Study Preferences and Habits, developed and validated for the study was also used to collect data from the students who participated. The data collected through this instrument were complemented with in-depth telephone interviews using a sub-set of 32 from the main study sample.The analysis of the data, using both qualitative and quantitative methods which included descriptive and inferential statistics, showed very interesting patterns of differences in locus of control and the use of mctacognitivc strategics by low achievers and high achievers. For instance, high achievers rated themselves significantly higher than low achievers (p<. 01) in a number of scales such as confidence with studies, ability to cope well with studying in distance learning mode, and motivation by the need to avoid failure. High achievers indicated a significantly higher use of effective learning strategies than did low achievers (p <.01).
[Copyright of Distance Education is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/0158791990200206]

• English

Journal Articles

• 01587919

• 10.1080/0158791990200206

https://bibliography.lib.eduhk.hk/bibs/d3a0e94c

2010-11-24