Date Approved
2018
Degree Type
Open Access Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department or School
College of Technology
Committee Member
Alphonso Bellamy, Ph.D.
Committee Member
Pamela Speelman, Ph.D.
Committee Member
Herman Tang, Ph.D.h.D.
Committee Member
Toni Stokes Jones, Ph.D.
Committee Member
Jerome Boikai, Ph.D.
Abstract
Online learning is now entrenched in the mainstream educational system and continues to provide educational opportunities for millions of Americans. However, as online education increases, there is a need to improve the quality of education. This dissertation examines the extent to which emotional intelligence, locus of control, and self- efficacy contribute to the perception of online learning. The applied research methodology was a quantitative cross-correlational design. The statistical population was 156 online students selected from a Midwest university. A survey containing 21 items with Likert-type responses was developed to assess students' overall perceptions of online learning. The research questions for this study integrated emotional intelligence, locus of control, and self-efficacy concepts. The result indicated a statistically significant correlation for males and is inconsistent with extant literature that has examined students' perception of online learning. Additionally, study findings indicated a statistically significant relationship among emotional intelligence, locus of control, and self-efficacy with regard to students’ online learning. This will help learners cultivate emotional intelligence, locus of control, and self-efficacy, and importance of competence in students' success in online learning.
Recommended Citation
Abraham, J. Laurence, "The extent to which emotional intelligence, locus of control and self-efficacy contribute to the perception of online learning" (2018). Master's Theses and Doctoral Dissertations. 944.
https://commons.emich.edu/theses/944