Academic Self-Efficacy, Online Self-Efficacy, and Fixed and Faded Scaffolding in Computer-Based Learning Environments
Na minha lista:
| Publicado no: | Contemporary Educational Technology vol. 17, no. 1 (2025) |
|---|---|
| Autor principal: | |
| Outros Autores: | |
| Publicado em: |
Contemporary Educational Technology
|
| Assuntos: | |
| Acesso em linha: | Citation/Abstract Full text outside of ProQuest |
| Tags: |
Sem tags, seja o primeiro a adicionar uma tag!
|
| Resumo: | This research aimed to determine the effects of motivational scaffolding and adaptive scaffolding on academic and online self-efficacy in learners interacting with a multimedia learning environment within the field of technology. The study involved 146 students from four tenth-grade classes at a public institution in the municipality of Soacha (Cundinamarca-Colombia). The research followed a quasi-experimental design with two independent variables: (1) motivational scaffolding (static and faded by the student) and (2) adaptive scaffolding (fixed and differentiated), it also included two dependent variables; academic and online self-efficacy. A factorial MANCOVA statistical analysis showed a significant interaction of adaptive scaffolding and motivational scaffolding on self-efficacy for online learning. There was also evidence that differential adaptive scaffolding had a substantial effect on academic and online self-efficacy. These findings suggest that the use of motivational and differential pedagogical and/or didactic strategies in virtual learning environments, which integrate scaffolding faded by the student, enhances learners' personal judgments about their abilities to learn content within the field of technology. |
|---|---|
| Fonte: | ERIC |