Abstract
This study investigated cultural variations between two samples of Arab and American distance learners (N = 190). The overarching purpose was to chart the underlying relationships between learner self-regulation and cultural orientation within distance education environments using structural equation modeling. The study found significant differences between Arab and American students on all but one variable. In the best-fitting model, only future orientation, a cultural variable, explained variances in learner self-regulation.
| Original language | English |
|---|---|
| Pages (from-to) | 135-150 |
| Number of pages | 16 |
| Journal | American Journal of Distance Education |
| Volume | 24 |
| Issue number | 3 |
| DOIs | |
| Publication status | Published - Jul 2010 |
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ASJC Scopus subject areas
- Education
- Computer Science Applications
Cite this
Learner self-regulation in distance education : A Cross-Cultural study. / Al-Harthi, Aisha S.
In: American Journal of Distance Education, Vol. 24, No. 3, 07.2010, p. 135-150.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Learner self-regulation in distance education
T2 - A Cross-Cultural study
AU - Al-Harthi, Aisha S.
PY - 2010/7
Y1 - 2010/7
N2 - This study investigated cultural variations between two samples of Arab and American distance learners (N = 190). The overarching purpose was to chart the underlying relationships between learner self-regulation and cultural orientation within distance education environments using structural equation modeling. The study found significant differences between Arab and American students on all but one variable. In the best-fitting model, only future orientation, a cultural variable, explained variances in learner self-regulation.
AB - This study investigated cultural variations between two samples of Arab and American distance learners (N = 190). The overarching purpose was to chart the underlying relationships between learner self-regulation and cultural orientation within distance education environments using structural equation modeling. The study found significant differences between Arab and American students on all but one variable. In the best-fitting model, only future orientation, a cultural variable, explained variances in learner self-regulation.
UR - http://www.scopus.com/inward/record.url?scp=79959630850&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=79959630850&partnerID=8YFLogxK
U2 - 10.1080/08923647.2010.498232
DO - 10.1080/08923647.2010.498232
M3 - Article
AN - SCOPUS:79959630850
VL - 24
SP - 135
EP - 150
JO - American Journal of Distance Education
JF - American Journal of Distance Education
SN - 0892-3647
IS - 3
ER -