Investigating effects of perceived technology-enhanced environment on self-regulated learning
Author:
Funder
National Science Council
Publisher
Springer Science and Business Media LLC
Subject
Library and Information Sciences,Education
Link
https://link.springer.com/content/pdf/10.1007/s10639-023-12270-x.pdf
Reference77 articles.
1. Abdullah, F., & Ward, R. (2016). Developing a General Extended Technology Acceptance Model for E-Learning (GETAMEL) by analysing commonly used external factors. Computers in Human Behavior, 56, 238–256. https://doi.org/10.1016/j.chb.2015.11.036
2. An, F., Xi, L., & Yu, J. (2023). The relationship between technology acceptance and self-regulated learning: The mediation roles of intrinsic motivation and learning engagement. Education and Information Technologies. https://doi.org/10.1007/s10639-023-11959-3
3. Anthonysamy, L., Koo, A. C., & Hew, S. H. (2020). Self-regulated learning strategies and non-academic outcomes in higher education blended learning environments: A one decade review. Education and Information Technologies, 25(5), 3677–3704. https://doi.org/10.1007/s10639-020-10134-2
4. Asparouhov, T., & Muthén, B. (2021). Advances in bayesian model fit evaluation for structural equation models. Structural Equation Modeling: A Multidisciplinary Journal, 28(1), 1–14. https://doi.org/10.1080/10705511.2020.1764360
5. Azevedo, R., Cromley, J. G., & Seibert, D. (2004). Does adaptive scaffolding facilitate students’ ability to regulate their learning with hypermedia? Contemporary Educational Psychology, 29(3), 344–370. https://doi.org/10.1016/j.cedpsych.2003.09.002
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