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Non-Cognitive Factor Relationships to Hybrid Doctoral Student Self-Efficacy

Non-Cognitive Factor Relationships to Hybrid Doctoral Student Self-Efficacy

Jessica Dalby Egbert, Frank Gomez, Wenling Li, Sandra L. Pennington
Copyright: © 2015 |Volume: 10 |Issue: 1 |Pages: 13
ISSN: 1548-1093|EISSN: 1548-1107|EISBN13: 9781466675759|DOI: 10.4018/ijwltt.2015010101
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MLA

Egbert, Jessica Dalby, et al. "Non-Cognitive Factor Relationships to Hybrid Doctoral Student Self-Efficacy." IJWLTT vol.10, no.1 2015: pp.1-13. http://doi.org/10.4018/ijwltt.2015010101

APA

Egbert, J. D., Gomez, F., Li, W., & Pennington, S. L. (2015). Non-Cognitive Factor Relationships to Hybrid Doctoral Student Self-Efficacy. International Journal of Web-Based Learning and Teaching Technologies (IJWLTT), 10(1), 1-13. http://doi.org/10.4018/ijwltt.2015010101

Chicago

Egbert, Jessica Dalby, et al. "Non-Cognitive Factor Relationships to Hybrid Doctoral Student Self-Efficacy," International Journal of Web-Based Learning and Teaching Technologies (IJWLTT) 10, no.1: 1-13. http://doi.org/10.4018/ijwltt.2015010101

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Abstract

Statistical analysis of data gathered from 139 healthcare doctoral students revealed three key findings regarding non-cognitive factor relationships to hybrid doctoral student self-efficacy between online (web-based) and on-campus course components. First, student experiences significantly differed between online and on-campus course components for task value and faculty and peer support. For these factors, on-campus experiences were perceived significantly more positively than online experiences. Secondly, both online and on-campus experiences with task value, faculty and peer support, and boredom and frustration were correlated with self-efficacy: when students experienced high levels of either task value or faculty and peer support, self-efficacy increased; however, when students experienced high levels of boredom and frustration, self-efficacy decreased. Finally, only online task value positively predicted self-efficacy. These findings demonstrated the significant impact of non-cognitive factors on student success and carry implications for successful hybrid teaching and learning. Social cognitive theory provided the framework for the quantitative, non-experimental design.

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