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dc.contributor.advisorHutchinson, Sandra L. (Sandra Lynn), 1956-eng
dc.contributor.authorGebara, Nikki L., 1970-eng
dc.date.issued2010eng
dc.date.submitted2010 Springeng
dc.descriptionTitle from PDF of title page (University of Missouri--Columbia, viewed on May 25, 2010).eng
dc.descriptionThe entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file.eng
dc.descriptionDissertation advisor: Dr. Sandra Hutchinson.eng
dc.descriptionVita.eng
dc.descriptionIncludes bibliographical references.eng
dc.descriptionEd. D. University of Missouri--Columbia 2010.eng
dc.descriptionDissertations, Academic -- University of Missouri--Columbia -- Educational leadership and policy analysis.eng
dc.description.abstractA correlational study was conducted to determine the relationship between student's general self-efficacy and course satisfaction using the Sherer General Self-Efficacy Scale (SGSES) and the Strachota Student Satisfaction Survey (SSSS). Demographic information collected provided information about age, gender, academic level, and number of online courses taken. Differences in the demographic information and self-efficacy were observed as well as correlations among the questions within the SGSES and the SSSS. Younger female students reported higher levels of self-efficacy with the majority of total respondents having completed four or more online courses. Correlations between effort and capability in self-efficacy were found as well as future enrollment and learning needs. Instructor presence had a significant impact on overall course satisfaction and future enrollment. No significant relationship between general self-efficacy and course satisfaction was noted in this study. Further research is needed to strengthen the current findings and delve further into the relationship of general self-efficacy and course satisfaction.eng
dc.format.extentviii, 122 pageseng
dc.identifier.merlinb77801647eng
dc.identifier.merlin.b77801647eng
dc.identifier.oclc652883106eng
dc.identifier.urihttps://hdl.handle.net/10355/8312
dc.identifier.urihttps://doi.org/10.32469/10355/8312eng
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcollectionUniversity of Missouri--Columbia. Graduate School. Theses and Dissertations.eng
dc.subject.lcshWeb-based instructioneng
dc.subject.lcshDistance educationeng
dc.subject.lcshEducation -- Curricula -- Evaluationeng
dc.subject.lcshSelf-efficacyeng
dc.titleGeneral self-efficacy and course satisfaction in online learning: a correlational studyeng
dc.typeThesiseng
thesis.degree.disciplineEducational leadership and policy analysis (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoraleng
thesis.degree.nameEd. D.eng


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