Self-regulated Learning Strategies And Computer Self-efficacy In IT Courses
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Today, the ability to learn is considered a critical factor for an individual’s academic and career performance. Educational programs and courses can contribute to this by enabling individuals to develop specific skills and strategies so as to attain specific goals. Academic research has noted that the goal of tertiary education is to foster individuals to become capable, independent, self-regulated and efficient learners. Thus self-efficacy beliefs and self-regulatory practices can be powerful predictors of success in academic and social life. The purpose of this study on 188 students of an Information Technology Department was to determine the relationship of self-regulated strategies and computer self-efficacy in IT courses, as these strategies are considered critical for the individual’s development. The effects of the variables such as the year of studies (at the beginning and at the end of studies) in correlation with self-regulated learning strategies and self-efficacy were examined. The results illustrate that there is a correlation between self-regulated strategies (cognitive and meta-cognitive strategies) and computer self-efficacy (beginning, advanced, file and software management skills). These findings are significant in that they may facilitate the construction of efficient academic courses that will enhance the student’s strategies and skills. Keywords: computer self-efficacy, learning strategies, year of studies, computer skills. 1 Theoretical background Τ oday’s information reliant society requires one to be a flexible and independent individual that is able to manage the diffusion of an enormous volume of information. Researchers have noted that the goal of higher education is to foster
computer self-efficacy, learning strategies, year of studies, computer skills.