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Exploring the relationships between students' academic motivation and social ability in online learning environments
ARTICLE

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Internet and Higher Education Volume 9, Number 4, ISSN 1096-7516 Publisher: Elsevier Ltd

Abstract

This research explicates the construct of social ability and describes the relationship between students' academic motivation and social ability in online learning environments. Findings reveal perceived peers social presence, perceived written communication skills, perceived instructor social presence, comfort with sharing personal information, and social navigation as the five factors that define social ability. In addition, the multivariate multiple regression analyses indicate that different motivational constructs vary in their relationships with the multiple social ability factors. Intrinsic goal orientation is related to perceived peers social presence. Self-efficacy explains the variance of perceived instructor social presence and comfort with sharing personal information. Task value is associated with social navigation and both perceived peers and instructor social presence. Additional studies are needed to replicate the current findings and further explicate social ability in online learning, to continue to improve the social ability instrument, and to examine the value of other academic motivation beliefs in predicting social ability as well as that of social ability in predicting learning outcomes.

Citation

Yang, C.C., Tsai, I.C., Kim, B., Cho, M.H. & Laffey, J.M. (2006). Exploring the relationships between students' academic motivation and social ability in online learning environments. Internet and Higher Education, 9(4), 277-286. Elsevier Ltd. Retrieved September 17, 2019 from .

This record was imported from Internet and Higher Education on January 29, 2019. Internet and Higher Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.iheduc.2006.08.002

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