Claims

Motivational scaffolding in an e-learning environment produces a large main effect on academic self-efficacy in higher education students

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i3 large
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q3 i3 Students who interacted with the e-learning environment containing motivational scaffolding reported significantly higher academic self-efficacy than students using the environment without scaffolding. → Valencia-Vallejo et al. 2017

Evidence

Valencia-Vallejo et al. 2017

Nilson Valencia-Vallejo, Omar López-Vargas, Luis Sanabria-Rodríguez. (2017). Effect of Motivational Scaffolding on E-Learning Environments: Self-Efficacy, Learning Achievement, and Cognitive Style. Journal of Educators Online. https://eric.ed.gov/?id=EJ1168944

q3 · i3 · causal · r2

A 2 x 3 factorial MANOVA on 65 first-semester university students compared environments with and without motivational scaffolding. The scaffolding group reported higher self-efficacy (M = 5.86, SD = 0.50) than the control group (M = 4.36, SD = 0.59), with "η2 = .65".

"a significant main effect of the e-learning environment exists (F (1, 59) = 111.773, p < = 0.01, η2 = .65) on self-efficacy in favor of the students that interacted with the version of the e-learning environment that included the motivational scaffolding."

Discussion

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