Perceived Task Value Research Articles

Development and Initial Validation of the Online Learning Value and Self-Efficacy Scale

Recently, several scholars have suggested that academic self-regulation may be particularly important for students participating in online learning. The purpose of the present study was to develop a quantitative self-report measure of perceived task value and self-efficacy for learning within the context of self-paced, online training, and to investigate reliability and validity evidence for the instrument. Investigations of this kind are essential because task value and self-efficacy have been shown to be important predictors of students' self-regulated learning competence and academic achievement in both traditional and online contexts. In Study 1 ( n = 204), 28 survey items were created for the Online Learning Value and Self-Efficacy Scale (OLVSES) and an exploratory factor analysis was conducted. Results suggested two interpretable factors: task value and self-efficacy. In Study 2 ( n = 646), confirmatory factor analysis suggested several survey modifications that resulted in a refined, more parsimonious version of the OLVSES. The resulting 11-item, two-factor scale appears to be psychometrically sound, with reasonable factor structure and good internal reliability. In Study 3 ( n = 481), a third sample was collected, and scores from the OLVSES appeared to demonstrate evidence of adequate criterion-related validity. Instrument applications and suggestions for future research are discussed.

Building a Social and Motivational Framework for Understanding Satisfaction in Online Learning

This study examines how social and motivational attributes may influence students' online learning experiences. Based on a review of social theories of learning and research about individual characteristics associated with motivation four constructs were included: social ability, learning goal orientation, perceived task value, and self-efficacy. A model was generated to depict the dynamic relationships among these constructs and the outcome measure of learning satisfaction. Factor analyses highlight four dimensions of social ability: social presence-students, social presence-instructors, social navigation, and written communication skills. The results of applying structural equation modeling to data from a sample of 110 online students show the importance of students' perceived task value, self efficacy, and social ability for satisfaction in online learning.