LEADER 00000nam  2200373   4500 
001    AAI3438881 
005    20120502143811.5 
008    120502s2011    ||||||||||||||||| ||eng d 
020    9781124432830 
035    (UMI)AAI3438881 
040    UMI|cUMI 
100 1  Minnella, Janice M 
245 10 Achievement goals, self-efficacy, metacognition, and 
       learning strategies as predictors of asynchronous 
       learners' academic success 
300    185 p 
500    Source: Dissertation Abstracts International, Volume: 72-
       03, Section: A, page: 0826 
500    Adviser: Hilda R. Glazer 
502    Thesis (Ph.D.)--Capella University, 2011 
520    The literature identifies several factors that may 
       contribute to adult learners' academic success. This study
       investigated whether achievement goals, self-efficacy, 
       metacognition, and learning strategies could predict 
       asynchronous learners' academic success, as measured by 
       GPA. Linear regression was used to assess the 
       relationships between the four variables to the GPA 
       criterion variable. The results indicated there were no 
       statistically significant relationships between any of the
       predictor variables to the GPA criterion of academic 
       success. The findings suggested that learners do not 
       possess one achievement goal or learning strategy, but 
       instead possess a combination of achievement goals and 
       learning strategies. There were also balanced survey item 
       responses relative to self-efficacy and metacognition. 
       These combinations and balanced responses contributed to 
       the statistically nonsignificant relationships between the
       four predictor variables to the GPA criterion variable. 
       The results also revealed a statistically significant 
       negative relationship between a learning strategies 
       surface approach subscale to GPA, a statistically 
       significant positive relationship between the learning 
       strategies strategic approach subscale to GPA, and 
       relationships among the predictor variables. This study is
       aligned with the current literature that states learners 
       possess an integrative and adaptive set of learning 
       processes. Therefore, further investigation is warranted 
       to identify the predictors of asynchronous learners' 
       academic success to increase academic success and improve 
       the current less than optimum retention and graduation 
       rates 
590    School code: 1351 
650  4 Psychology, Behavioral 
650  4 Education, Educational Psychology 
650  4 Psychology, General 
690    0384 
690    0525 
690    0621 
710 2  Capella University.|bSchool of Psychology 
773 0  |tDissertation Abstracts International|g72-03A 
856 40 |uhttp://pqdd.sinica.edu.tw/twdaoapp/servlet/
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