Self-regulation was positively related to both cognitive presence and learning engagement¶

Claim · All claims
Evidence · 1 study · associational r2 · q2 · i2 medium
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i2 Self-regulation positively predicted cognitive presence (β = 0.246, p < 0.001) and learning engagement (β = 0.279, p < 0.001), supporting H7 and H8. → Doo 2023

Evidence¶

Doo 2023¶

Doo, M. Y., Bonk, C. J., & Heo, H. (2023). Examinations of the relationships between self-efficacy, self-regulation, teaching, cognitive presences, and learning engagement during COVID-19. Education Tech Research Dev. https://doi.org/10.1007/s11423-023-10187-3

q2 · i2 · associational · r2

SEM analysis of the 1435-student survey supported H7 and H8 with path coefficients "β = 0.246" and "β = 0.279", both significant at p < 0.001.

"Self-regulation had a positive relationship with cognitive presence (β = 0.246, t = 6.748, p < 0.001) and learning engagement (β = 0.279, t = 6.928, p < 0.001). As a result, both H7 and H8 were supported."

Discussion¶

Learner Variables¶

• Self-Regulation — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Self-efficacy for learning was positively related to teaching presence, self-regulation, and cognitive presence among Korean undergraduates during COVID-19 — related
• Cognitive presence was positively related to learning engagement and mediated relationships of teaching presence (full) and self-regulation (partial) with engagement — related