Examining the effect of distance learning environment on graduate students’ research self-efficacy: An investigation of the mediating effects of achievement goal orientations

Date

2021-08

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Abstract

The trend of growing online learning enrollments leads to a significant change in American higher education. It has caused numerous universities to study how to offer their curriculum online to maintain attracting students. Several research studies show that distance learning environments could play a significant role in developing graduate students’ research self-efficacy beliefs. The aim of this study was to identify differences in the perception of distance learning environments, achievement goal orientations, and research self-efficacy of graduate students that might exist between different demographic groups. Additionally, this study investigated the relationship between the distance learning environment, achievement goal orientations, and research self-efficacy for graduate students at a large university in southwest Texas. To fulfill those aims, a cross-sectional survey research design was used. An online survey, including several instruments and demographic questions, was used to collect data. Findings demonstrated that distance learning environments positively predicted graduate students’ research self-efficacy. However, achievement goal orientations did not mediate the relationship between distance learning environments and research self-efficacy.

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Keywords

Online Courses, Research Self-Efficacy, Achievement Goals, Graduate Students

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