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Cognitive Style and Self-Efficacy: Predicting Student Success in Online Distance Education
ARTICLE

American Journal of Distance Education Volume 18, Number 1, ISSN 0892-3647

Abstract

This study was designed to identify those learner attributes that may be used to predict student success (in terms of grade point average) in a Web-based distance education setting. Students enrolled in six Web-based, general education distance education courses at a community college were asked to complete the Group Embedded Figures Test for field dependence/independence and the Online Technologies Self-Efficacy Scale to determine their entry-level confidence with necessary computer skills for online learning. Although the students who were more field independent tended to have higher online technologies self-efficacy, they did not receive higher grades than those students who were field dependent and had lower online technologies self-efficacy. Cognitive style scores and online technologies self-efficacy scores were poor predictors of student success in online distance education courses.

Citation

DeTure, M. (2004). Cognitive Style and Self-Efficacy: Predicting Student Success in Online Distance Education. American Journal of Distance Education, 18(1), 21-38. Retrieved November 13, 2019 from .

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