Search results for author:"YoonJung Cho"
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Instructor scaffolding for interaction and students' academic engagement in online learning: Mediating role of perceived online class goal structures
Internet and Higher Education Vol. 21, No. 1 (April 2014) pp. 25–30
The purpose of this study was to examine the relationship between instructor scaffolding for interaction and students' academic engagement in an online learning environment mediated by perceived class goal structures. Path analysis was used to...
Predicting teachers' achievement goals for teaching: The role of perceived school goal structure and teachers' sense of efficacy
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 32, No. 1 (May 2013) pp. 12–21
The present study investigated contextual and personal factors associated with teachers' achievement goals for teaching. A total of 211 teachers completed an online survey. Hierarchical multiple regression analyses revealed that perceived school...
Classroom Motivational Climate in Online and Face-to-Face Undergraduate Courses: The Interplay of Gender and Course Format
The Journal of Distance Education / Revue de l'ducation Distance Vol. 30, No. 1 (Mar 11, 2015)
In this study, the role of gender and course format in college students\u2019 perceptions of classroom motivational climate (i.e., sense of classroom community and perceived classroom goal structure) was examined. Participants were 722 college...
Learning and Instruction Vol. 23, No. 1 (February 2013) pp. 69–77
The current study investigated the mediating role of social achievement goals in the relation between classroom goal structures and academic engagement and social adjustment among 373 middle school students (52.8% female). Students’ perceptions of...
College Student Effort Expenditure in Online versus Face-to-Face Courses: The Role of Gender, Team Learning Orientation, and Sense of Classroom Community
Journal of Advanced Academics Vol. 22, No. 4 (August 2011) pp. 619–638
The study investigated the differential impact of sense of classroom community on effort in online versus face-to-face courses while controlling for potential effects of gender and team learning orientation. The interaction effects from ANOVA...
Factorial Invariance of an Integrated Measure of Classroom Sense of Community in Face-to-Face and Online Courses
Journal of Psychoeducational Assessment Vol. 32, No. 8 (December 2014) pp. 725–736
The aim of the present study was to develop a more integrated measure of classroom sense of community (SOC) while testing factorial invariance of the measurement structure across face-to-face and online courses. We incorporated two existing SOC...