The Role of Self-Efficacy, Control Beliefs and Achievement Goals on Learning Among Distance Learners

Abstract

Distance learners’ motivation is inherently significant to distance learning. From the early days of distance education through correspondence courses to today’s online delivery using internet technologies, distance educators often assume that distance learners will study learning materials, complete carefully designed activities, attend optional tutorials, seek help, and work on assessment items within a distance learning course. This assumption is valid when distance learners are motivated and self-regulatory. Nevertheless, the high dropout rate and low completion rate commonly found in different distance learning courses and programs warn us against making unrealistic expectation on distance learners (Rovai, 2003). A lack of motivation has often been taken as the main reason for early dropout among distance learners. Certainly, there is a need to understand what motivates learners to engage in distance learning and how to build on these motivational characteristics to develop an engaging learning environment for distance learners (Hurd, 2006).