Abstract
The purpose of this study was to examine the relationship between instructor scaffolding for interaction and students' academic engagement in an online learning environment mediated by perceived class goal structures. Path analysis was used to explore the relationships among the variables. The data from 158 college students revealed that online instructors' scaffolding for interaction had a significantly positive influence on students' behavioral and emotional engagement and negative influence on behavioral and emotional disaffection mediated by perceived mastery goal structure in an online course. The link between instructors' scaffolding for interaction and behavioral engagement was also mediated by perceived performance-approach goal structure. Unlike the other two class goal structures, perceived performance-avoidance goal structure was not associated with instructors' scaffolding for interaction, but it was negatively associated with behavioral and emotional disaffection.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 25-30 |
| Number of pages | 6 |
| Journal | Internet and Higher Education |
| Volume | 21 |
| DOIs | |
| State | Published - 2014 |
| Externally published | Yes |
Keywords
- Academic engagement
- Online class goal structures
- Online learning
- Role of online instructor
- Scaffolding for interaction
ASJC Scopus subject areas
- Education
- Computer Science Applications
- Computer Networks and Communications