To inform the utility of interventions delivered by adaptive educational technologies, we investigated the relationship between student grades and three target constructs, namely self-regulation, motivation, and self-theory of intelligence, in classroom and online settings. To do so, we collected data from a large sample of undergraduate university students (N = 1453) enrolled in either a traditional face-to-face course or an online course and analyzed the data using hierarchical regression analysis. Prior research suggests that self-regulation, motivation, and self-theory of intelligence influence students’ academic achievement. However, to date a hierarchical regression model including all three constructs has not been tested. Our results show that self-regulation and motivational constructs are positively associated with grades, but the self-theory of intelligence construct is not. Furthermore, we show that context does matter: the model for the classroom sample explained substantially more variance in grades as compared to the online model.

Additional Metadata
Keywords Academic achievement, Classroom courses, Motivation, Online courses, Self-regulated learning, Self-theory of intelligence
Persistent URL dx.doi.org/10.1007/978-3-030-23207-8_53
Series Lecture Notes in Computer Science
Citation
Theus, A.-L. (Anna-Lena), & Muldner, K. (2019). Informing the utility of learning interventions: Investigating factors related to students’ academic achievement in classroom and online courses. In Lecture Notes in Computer Science. doi:10.1007/978-3-030-23207-8_53