Task-Value, Self-Regulated Learning, and Performance in a Web-Intensive Undergraduate Engineering Course: How are they Related?

Oenardi Lawanto, Utah State University
Harry B. Santoso
Wade H. Goodridge, Utah State University
Kevin N. Lawanto


In this paper, the authors report on how students' perception of course material in terms of importance, utility, and interest is related to their self-regulated learning (SRL) skills and project performance in a web-intensive undergraduate learning environment. The data from 57 students were analyzed. Data sources included survey instruments, ranking questions, and project grades. The research highlights important components of online education by evaluating the connections between students' perceptions of webintensive course value, SRL, and project performance. Findings show a significant positive relationship between task value and performance, specifically between importance of the activity and performance. From a SRL perspective, the results show a positive correlation between goal setting and performance. Significant positive correlations were also found between task value and goal setting, task strategies, help seeking, and self-evaluation. Discussion and recommendations are presented.