Effect of Motivational Scaffolding on E-Learning Environments: Self-Efficacy, Learning Achievement, and Cognitive Style.

Content Provider	Semantic Scholar
Author	Valencia-Vallejo, Nilson López-Vargas, Omar Sanabria-Rodríguez, Luis
Copyright Year	2018
Abstract	The present research studies the effects of motivational scaffolding that favor self-efficacy and improve learning achievement in students with different cognitive styles in the Field Dependence/Independence (FDI) dimension, when they interact in an e-learning environment on mathematics. The research has an experimental design with two groups and a posttest. One group of students interacted with an e-learning environment that contained the motivational scaffolding within its structure and the other group interacted with a computational environment without the scaffolding. The results showed significant differences in learning achievement and academic self-efficacy attributable to the effect of the scaffolding. In addition, it was found that the interaction with the computational environment neutralized cognitive style effects.
File Format	PDF HTM / HTML
DOI	10.9743/jeo2018.15.1.5
Volume Number	15
Alternate Webpage(s)	https://files.eric.ed.gov/fulltext/EJ1168944.pdf
Alternate Webpage(s)	https://doi.org/10.9743/jeo2018.15.1.5
Language	English
Access Restriction	Open
Content Type	Text
Resource Type	Article