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Toward an understanding of academic self‐concept in distance education
11 references·0 citing·45 second hop
Toward an understanding of academic self‐concept in distance education (1996)Toward an understanding of academic self‐…Impact of Adults' Preferred Learning Styles and Perception of Barriers on Completion of External Baccalaureate Degree Programs (1992)Impact of Adults' Preferred L…Dimensions of “control” in distance education: A factor analysis (1992)Dimensions of “control” in di…Content specificity of relations between academic achievement and academic self-concept. (1992)Content specificity of relati…Effects of Student Predisposing Characteristics on Student Success (1990)Effects of Student Predisposi…Contemporary Issues in American Distance Education (1990)Contemporary Issues in Americ…Toward Assessment of Cognitive and Conative Structures in Learning (1989)Toward Assessment of Cognitiv…A multifaceted academic self-concept: Its hierarchical structure and its relation to academic achievement. (1988)A multifaceted academic self-…Concepts: Beyond independence in distance education: The concept of control (1987)Concepts: Beyond independence…Student dropout in distance education: An application of Tinto's model (1986)Student dropout in distance e…Student Progress and Withdrawal in the Open University. (1976)Student Progress and Withdraw…Self-Concept: Validation of Construct Interpretations (1976)Self-Concept: Validation of C…Toward a Theory of Independent Learning and Teaching (1973)The Adult's Learning Projects (1979)Instruction: Classroom lecture/discussion vs. Live televised instruction: A comparison of effects on student performance, attitude, and interaction (1989)Distance Education: International Perspectives (2020)Creating technology‐enabled lifelong learning: A heutagogical approach (2021)Personality and Assessment (1968)Goodness-of-fit indexes in confirmatory factor analysis: The effect of sample size. (1988)The causal ordering of academic achievement and self-concept of ability during elementary school: A longitudinal study. (1995)Coursework Selection: Relations to Academic Self-Concept and Achievement (1997)Integration of Multidimensional Self‐Concept and Core Personality Constructs: Construct Validation and Relations to Well‐Being and Achievement (2006)Generalized expectancies for internal versus external control of reinforcement. (1966)Dropout from Higher Education: A Theoretical Synthesis of Recent Research (1975)Self-efficacy: Toward a unifying theory of behavioral change. (1977)Computer‐supported collaborative learning and distance education (1996)Course Completion Rates among Distance Learners: Identifying Possible Methods to Improve Retention (2005)Student learning during COVID-19: It was not as bad as we feared. (2021)Modern factor analysis (1960)Individual Characteristics and Web-Based Courses (2001)The nature of technology‐mediated interaction in globalized distance education (2003)Writing power into online discussion (2006)Multiple Factor Analysis (2007)A First Course in Factor Analysis (2013)Construct validity in psychological tests. (1955)The Varimax Criterion for Analytic Rotation in Factor Analysis (1958)The Process of Education (1960)Social stigma and self-esteem: The self-protective properties of stigma. (1989)Self-Efficacy and Academic Motivation (1991)Toward A Hierarchical Model of Intrinsic and Extrinsic Motivation (1997)Essentials of Psychological Testing (1960)A social-cognitive approach to motivation and personality. (1988)Situated Cognition and the Culture of Learning (1989)Assessment and Classroom Learning: a deductive approach (1998)Approaches to learning, need for cognition, and strategic flexibility among university students (2003)A model of metacognition, achievement goal orientation, learning style and self-efficacy (2008)Society and the Adolescent Self-Image (1965)Application of confirmatory factor analysis to the study of self-concept: First- and higher order factor models and their invariance across groups. (1985)Causal effects of academic self-concept on academic achievement: Structural equation models of longitudinal data. (1997)Between- and within-domain relations of academic motivation among middle and high school students: Self-efficacy, task value, and achievement goals. (2001)Dimensions of Reading Motivation and Their Relation to Reading Behavior and Competence (2012)Persistence in University Continuing Education Online Classes (2007)Student‐to‐Student Interaction Revisited: A Case Study of Working Adult Business Students in Online Courses* (2009)Persistence and time challenges in an open online university: a case study of the experiences of first-year learners (2022)The effectiveness of traditional vs. satellite delivery in three management of technology master's degree programs (1993)Beyond Interaction: The relational construct of 'Transactional Presence' (2002)Virtual Communities and the Assessment of Online Marketing Education (2003)
this work references cited by second hop

References

  • 1976Self-Concept: Validation of Construct Interpretations4,164 cited
  • 1988A multifaceted academic self-concept: Its hierarchical structure and its relation to academic achievement.741 cited
  • 1992Content specificity of relations between academic achievement and academic self-concept.357 cited
  • 1990Contemporary Issues in American Distance Education203 cited
  • 1989Toward Assessment of Cognitive and Conative Structures in Learning184 cited
  • 1986Student dropout in distance education: An application of Tinto's model160 cited
  • 1987Concepts: Beyond independence in distance education: The concept of control140 cited
  • 1990Effects of Student Predisposing Characteristics on Student Success90 cited
  • 1992Dimensions of “control” in distance education: A factor analysis71 cited
  • 1992Impact of Adults' Preferred Learning Styles and Perception of Barriers on Completion of External Baccalaureate Degree Programs67 cited
  • 1976Student Progress and Withdrawal in the Open University.25 cited

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