Academic Self-Efficacy, Online Self-Efficacy, and Fixed and Faded Scaffolding in Computer-Based Learning Environments
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| Udgivet i: | Contemporary Educational Technology vol. 17, no. 1 (2025) |
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Contemporary Educational Technology
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| Online adgang: | Citation/Abstract Full text outside of ProQuest |
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|---|---|---|---|
| 001 | 3206892254 | ||
| 003 | UK-CbPIL | ||
| 035 | |a 3206892254 | ||
| 045 | 2 | |b d20250101 |b d20251231 | |
| 084 | |a EJ1470014 | ||
| 100 | 1 | |a Triana-Vera, Sonia | |
| 245 | 1 | |a Academic Self-Efficacy, Online Self-Efficacy, and Fixed and Faded Scaffolding in Computer-Based Learning Environments | |
| 260 | |b Contemporary Educational Technology |c 2025 | ||
| 513 | |a Report Article | ||
| 520 | 3 | |a 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. | |
| 651 | 4 | |a Colombia | |
| 653 | |a Self Efficacy | ||
| 653 | |a Electronic Learning | ||
| 653 | |a Scaffolding (Teaching Technique) | ||
| 653 | |a High School Students | ||
| 653 | |a Grade 10 | ||
| 653 | |a Multimedia Instruction | ||
| 653 | |a Multimedia Materials | ||
| 653 | |a Foreign Countries | ||
| 653 | |a Learning Motivation | ||
| 653 | |a Individualized Instruction | ||
| 653 | |a Academic Ability | ||
| 653 | |a Technology Education | ||
| 653 | |a Computer Assisted Instruction | ||
| 653 | |a Computer Science Education | ||
| 653 | |a Programming | ||
| 700 | 1 | |a López-Vargas, Omar | |
| 773 | 0 | |t Contemporary Educational Technology |g vol. 17, no. 1 (2025) | |
| 786 | 0 | |d ProQuest |t ERIC | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3206892254/abstract/embedded/6A8EOT78XXH2IG52?source=fedsrch |
| 856 | 4 | 0 | |3 Full text outside of ProQuest |u http://eric.ed.gov/?id=EJ1470014 |