Abstract
To inform the utility of interventions delivered by adaptive educational technologies, we investigated the relationship between student grades and three target constructs, namely self-regulation, motivation, and self-theory of intelligence, in classroom and online settings. To do so, we collected data from a large sample of undergraduate university students (N = 1453) enrolled in either a traditional face-to-face course or an online course and analyzed the data using hierarchical regression analysis. Prior research suggests that self-regulation, motivation, and self-theory of intelligence influence students’ academic achievement. However, to date a hierarchical regression model including all three constructs has not been tested. Our results show that self-regulation and motivational constructs are positively associated with grades, but the self-theory of intelligence construct is not. Furthermore, we show that context does matter: the model for the classroom sample explained substantially more variance in grades as compared to the online model.
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Theus, AL., Muldner, K. (2019). Informing the Utility of Learning Interventions: Investigating Factors Related to Students’ Academic Achievement in Classroom and Online Courses. In: Isotani, S., Millán, E., Ogan, A., Hastings, P., McLaren, B., Luckin, R. (eds) Artificial Intelligence in Education. AIED 2019. Lecture Notes in Computer Science(), vol 11626. Springer, Cham. https://doi.org/10.1007/978-3-030-23207-8_53
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