Russian Psychological Issues PsyJournals.ru
OPEN ACCESS JOURNALS
JournalsTopicsAuthorsEditor's Choice For AuthorsAbout PsyJournals.ruContact Us

  Previous issue (2020. Vol. 9, no. 1)

Journal of Modern Foreign Psychology

Publisher: Moscow State University of Psychology and Education

ISSN (online): 2304-4977

DOI: https://doi.org/10.17759/jmfp

License: CC BY-NC 4.0

Started in 2012

Published quarterly

Free of fees
Open Access Journal

 

Individual differences of students studying in distance (a foreign literature review) 1277

Uddin Md.A.
post graduate student of the Moscow State University of Psychology and Education, English language instructor in American Educational Center
e-mail: aktherpu@gmail.com

Abstract
Distance higher education has been growing rapidly all over the world and the importance of understanding psycho-pedagogical issues of learners studying in distance education has been growing too. In this article an attempt has been made to investigate the current researches on components of individual differences like self-actualization, self-regulation, locus of control, and motivation and their influence in distance education setting. Current review of the literature indicates that physical and psychological separation of learners and teachers initiate various psycho-pedagogical issues and special attention must be given to accommodate this in content developments, pedagogical and instructional design of distance education. Moreover, distance education enhances self-regulation skills, accommodates different cognitive/learning styles, increases self-efficacy and develops internality (internal locus of control), raises intrinsic motivation, promotes learner autonomy, supports personality development, and helps to realize one’s potential and become more self-actualized person.

Keywords: distance education, individual differences, self-actualization, self-regulation, locus of control, academic and achievement motivation

Column: Educational psychology

For Reference

References
  1. Allport G.W. Personality: A psychological interpretation. New York: Holt & Co, 1937. 588 p.
  2. Ally M. Foundations of educational theory for online learning // Theory and practice of online learning. Edmonton: Athabasca University Press, 2004. P 3–31.
  3. Anderson A., Hattie J., Hamilton R.J. Locus of Control, Self‐Efficacy, and Motivation in Different Schools: Is moderation the key to success? // Educational Psychology. 2005. Vol. 25, Iss. 5. P. 517–535.
  4. Artino Jr.A.R., Stephens J.M. Academic motivation and self-regulation: A comparative analysis of undergraduate and graduate students learning online // The Internet and Higher Education. 2009. Vol. 12, Iss. 3. P. 146–151.
  5. Artino A.R., Stephens J.M. Motivation and self-regulation in online courses: A comparative analysis of undergraduate and graduate students // Annual meeting of the Association for Educational Communications and Technology, Anaheim, CA, 2007.
  6. Azevedo R. Using hypermedia as a metacognitive tool for enhancing student learning? The role of self-regulated learning // Educational Psychologist. 2005. Vol. 40, Iss. 4. P. 199–209.
  7. Bandura A. Social foundations of thought and action: A social cognitive. Englewood Cliffs, NJ.: Prentice Hall, 1986. 388 p.
  8. Bandura A. Self-Efficacy: The exercise of control. New York, NY: W. H. Free-man and Company,1997.
  9. Barnard L., Paton V., Lan W. Online Self-Regulatory Learning Behaviors as a Mediator in the Relationship between Online Course Perceptions with Achievement. The International Review Of Research // Open And Distance Learning. 2008. Vol. 9, Iss. 2. URL: http://www.irrodl.org/index.php/irrodl/article/view/516/1035.
  10. Baumeister R.F., Vohs K.D. Self-Regulation, Ego Depletion, and Motivation // Social and Personality Psychology Compass. 2007. № 1. P. 1–14.
  11. Bennett C.F., Monds K.E. Online courses: The real challenge is «motivation» // College Teaching Methods and Styles Journal. 2008. Vol. 4, № 6. P. 1–6.
  12. Bulus M. Goal Orientations, Locus of Control and Academic Achievement in Prospective Teachers: An Individual Differences Perspective // Educational Sciences: Theory and Practice. 2011. Vol. 11, № 2. P. 540–546.
  13. Bures E.M., Amundsen C.C., Abrami P.C. Motivation to learn via computer conferencing: Exploring how task-specific motivation and CC expectations are related to student acceptance of learning via CC // Journal of Educational Computing Research. 1998. Vol. 27. P. 249–264.
  14. Cooper C. Individual differences (2nd ed.). London: Arnold, 2002.
  15. De Raad B. Differential psychology // Encyclopedia of psychology. Vol. 3 / A.E. Kazdin (Ed.). Oxford: American Psychological Association and Oxford University Press, 2000. P. 41–44.
  16. Deci E.L., Ryan R.M. The «what» and «why» of goal pursuits: human needs and the self-determination of behavior // Psychological Inquiry. 2000. Vol. 11. P. 227–268.
  17. Dille B., Mezack, M. Identifying predictors of high risk among community college telecourse students. The American Journal of Distance Education. 1991. Vol. 2.     P. 25–27.
  18. Eskeles-Gottfried A., Fleming J., Gottfried A. Role of cognitively  stimulating home environment in children’s academic intrinsic motivation: A longitudinal study // Child Development. 1998. Vol. 69. P. 1448–1460.
  19. Esterhuysen S., Stanz K.J. Locus of control and online learning // SA Journal of Industrial Psychology. 2004. Vol. 30, Iss. 1. P. 63–71.
  20. Federal State Statistics Service of Russian Federation: Higher Professional & educational Institutions. 2013. URL: http://www.gks.ru/free_doc/new_site/population/obraz/vp-obr1.htm.
  21. Fjortoft N.F. Predicting Persistence in Distance Learning Programs. 1995.
  22. Gerlich R.N., Mills L.H., Sollosy M. An evaluation of predictors of achievement on selected outcomes in a self-paced online course // Higher Education Journal. 2009. Vol. 4. P. 1–14.
  23. Goldstein, quoted // Arnold H. Modell: The Private Self. Harvard ,1993. P. 44.
  24. Gottfried A.E. Academic intrinsic motivation in young elementary school children // Journal of Educational Psychology. 1990. Vol. 82, №3. P. 525–538.
  25. Green J.A., Azevedo R. A theoretical review of Winne and Hadwin’s model of self-regulated learning: New perspectives and directions // Review of Educational Research. 2007. Vol. 77. P. 334–372.
  26. Gresham F. Social competence and motivational characteristics of learning disabled students // The hand book of special education: Research and practice / M. Wang, M. Reynolds, H. Walber (Eds.). Oxford, England: Pergammon Press. 1988. P. 283–302.
  27. Grolnick W.S., Farkas M. Parenting and the development of children's self-regulation // Handbook of parenting: Practical issues in parenting. Vol. 5 / M.H. Bornstein (Ed.). Mahwah, NY: Lawrence Erlbaum, 2002. P. 89–110.
  28. Guild P.B., Garger S. Marching to different drummers (2nd edition). Alexandria, VA: ASCD, 1998.
  29. Hengstler J.E.W. Key factors in adolescent distributed learning // Academic Exchange Quarterly. 2001. Vol. 5,   № 2. P 43.
  30. Holmberg B. Theory and practice of distance education. Routledge. 1994. 264 p.
  31. Howland J.L., Moore J.L. Student perceptions as distance learners in Internet-based courses // Distance education. 2002. Vol 23, № 2. P. 183–195.
  32. Järvelä S., Järvenoja H., Veermans M. Understanding the dynamics of motivation in socially shared learning // International Journal of Educational Research. 2008. Vol. 47, Iss. 2. P. 122–135.
  33. Keefe J., Jenkins J. Eye on education: Instruction and the learning environment. Larchmont, NY, 1993.
  34. King F.B., Harner M., Brown S.W. Self-regulatory behavior influences in distance learning // International Journal of Instructional Media. 2000. Vol. 27, № 2. P. 147–153.
  35. Knowles E., Kerkman D. An investigation of students’ attitude and motivation toward online learning // Student Motivation. 2007. Vol. 2. P. 70–80.
  36. Krampen G. Zur Bedeutung von Kontrollueberzeugungen in der klinischen Psychologie: The relevance of locus of control for clinical psychology // Zeitschrift für Klinische Psychologie. 1985. Vol. 14.                                        P. 101–112.
  37. Krampen G., von Eye A., Brandtstaedter J. Konfiguration generalisierter Kontrollueberzeugungen: Сonfiguration of generalised locus of control orientations) // Zeitschrift fuer Differentielle und Diagnostische Psychologie. 1987. Vol. 8. P. 111–119.
  38. Lefcourt H.M. Locus of control. Hillsdale, NY: Lawrence Erlbaum Associates, 1982.
  39. Levenson H. Differentiating among internality, powerful others, and chance // Research with the locus of control construct. Vol. 1 / H.M. Lefcourt (Ed.). New York: Academic Press, 1981. P. 15–63.
  40. Liu Y., Lavell E., Andris J. Effects of online instruction on locus of control and achievement motivation: Paper Presentation at AERA Annual Conference in New Orleans. 2002. 10 p.
  41. Maslow A.H., Lowry R. Toward a psychology of being. Princeton, NY, US: D Van Nostrand, 1968. 214 p.
  42. McClelland D.C. The achievement motive / McClelland D.C., Atkinson J.W., Clark R.A., Lowell E.L.  New York: Appleton Century-Crofts. 1953. 386 P.
  43. Moore M.G. 2 Theory of transactional distance: Theoretical principles of distance education, Routledge, 1993. P. 22–38.
  44. Moore M.G. From Chautauqua to the virtual university: A century of distance education in the United States. Columbus, OH: ERIC Clearinghouse on Adult, Career, and Vocational Education, 2003.
  45. Moore M.G., Kearsley G. Distance education: A systems view. Boston, MA: Wadsworth Publishing, 1996. 384 p.
  46. Oomen-Early J., Murphy L. Self-Actualization and E-Learning: A Qualitative Investigation of University Faculty’s Perceived Barriers to Effective Online Instruction // International Journal on E-Learning. 2009. Vol. 8, Iss. 2. P. 223–240.
  47. Parker J., Johnson C. Affecting Achievement Motivation. Charlottesville, VA: University of Virginia (ERIC Document Reproduction Service Number ED 226 833), 1981.
  48. Pham M.V., Tran D.V. Lifelong learning and the open university system in Vietnam. 2009. 20 p. URL: http://www.dpu.dk/fileadmin/www.dpu.dk/asemeducationandresearchhubforlifelonglearning/nhatrangppts/resources_2577.pdf.
  49. Pintrich P.R., Schunk D.H. Motivation in education theory, research and applications. Englewood Cliffs: NY: Prentice-Hall, 2002.
  50. Puzziferro M. Online technologies self-efficacy and self-regulated learning as predictors of final grade and satisfaction in college-level online courses // The Amer. Jrnl. of Distance Education. 2008. Vol. 22, Iss. 2. P. 72–89.
  51. Rakes G.C., Dunn K.E. The impact of online graduate students’ motivation and self-regulation on academic procrastination // Journal of Interactive Online Learning, 2010. Vol. 9, Iss. 1. P. 78–93.
  52. Ratelle C.F. Autonomous, controlled, and amotivated types of academic motivation: A person-oriented analysis / C.F. Ratelle, F. Guay, R.J. Vallerand, S. Larose, C. Senécal // Journal of Educational Psychology. 2007. Vol. 99, Iss. 4. P.734–746.
  53. Rienties B. The role of academic motivation in Computer-Supported Collaborative Learning / B. Rienties, D. Tempelaar, P. Van den Bossche, W. Gijselaers, M. Segers // Computers in Human Behavior. 2009. Vol. 25, Iss. 6. P. 1195–1206.
  54. Rogers C.R. Freedom to Learn, Columbus, Ohio: Charles F. Merrill Publishing Co, 1969. 358 p.
  55. Rotter J.B. Generalized expectancies for internal versus external control of reinforcement //  Psychological Monographs: General and applied. 1966. Vol. 80, Iss. 1.    P. 1–27.
  56. Ryan R. M., Deci E. L..Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being // American Psychologist. 2000. Vol. 55.    P. 68–78.
  57. Saba F. Critical issues in distance education // Distance Education. 2005. Vol. 26, Iss. 2, P. 255–272.
  58. Salkind N.J. (Ed.). Encyclopedia of educational psychology. Thousand Oaks, CA: SAGE Publications, Inc. 2008. Vols. 1–2. P. 634–638. doi: 10.4135/9781412963848.
  59. Schraw G. Measuring self-regulation in computer-based learning environments // Educational Psychologist. 2010. Vol. 45, Iss. 4. P. 258–266.
  60. Schunk D. H., Zimmerman B. J. Social origins of self-regulatory competence // Educational Psychologist. 1997. Vol. 32. P. 195–208.
  61. Shapiro Jr D.H., Schwartz C.E., Astin J.A. Controlling ourselves, controlling our world: Psychology's role in understanding positive and negative consequences of seeking and gaining control // American Psychologist. 1996. Vol. 51, Iss. 12. P. 1213.
  62. Stephen Downes. We don’t need no educator: The role of the teacher in today’s online education Keynote presentation delivered to Utdanningskonferansen, Bergen, Norway. 2013. April 20. URL: http://www.downes.ca/presentation/311.
  63. Vallerand R. J. Academic motivation scale (AMS-C 28): College version / R.J. Vallerand, L.G. Pelletier, M.R. Blais, N.M. Brière, C.B.Senéca, É.F. Vallières // Educational and Psychological Measurement. 1992. Vol. 52. P. 1003–1017.
  64. Vovides Y. The use of elearning course management systems to support learning strategies and to improve selfregulated learning / Y. Vovides, S. Sanchez-Alonso, V. Mitropoulou, G. Nickmans // Educational Research Review. 2007. Vol. 2, Iss. 1, 64-74.
  65. Wang A.Y., Newlin M.H. Characteristics of students who enroll and succeed in psychology web based classes // Journal of Educational Psychology. 2000. Vol. 92. P. 137–143.
  66. Wigfield A., Eccles J.S. The development of competence beliefs, expectancies for success, and achievement values from childhood through adolescence // Development of achievement motivation. 2002. P. 91–120.
  67. Yukselturk E., Bulut S. Predictors for student success in an online course. Educational Technology & Society. 2007. Vol. 10, Iss. 2. 71–83.
  68. Zawacki-Richter O., Kourotchkina A. The development of distance education in the Russian Federation and the former Soviet Union: The International Review Of Research In Open And Distance Learning. 2012. Vol. 13, Iss. 3. P. 165–184. URL: http://www.irrodl.org/index.php/irrodl/article/view/1165.
  69. Zimmerman B. J., Martinez-Pons M. Development of a structured interview for assessing student use of self-regulated learning strategies // American Educational Research Journal. 1986. Vol. 23, № 4. P. 614–628.
  70. Zimmerman B.J., Schunk D.H. Self-regulated learning and academic achievement: Theoretical perspectives. 2nd ed. Mahwah, NY.: Lawrence Erlbaum Associates. 2001.
  71. Zimmerman B. J. Attaining Self-Regulation: A Social Cognitive Perspective // Boekaerts M., Pintrich P. R., Zeidner M. Handbook of Self-Regulation. San Diego: Academic Press. 2000. P. 13–35.
 
About PsyJournals.ru

© 2007–2020 Portal of Russian Psychological Publications. All rights reserved

PsyJournals.ru in Russian

Publisher: Moscow State University of Psychology and Education

Catalogue of academic journals in psychology & education MSUPE

Creative Commons License Open Access Repository

RSS Psyjournals at facebook Psyjournals at Twitter Psyjournals at Youtube ??????.???????