The Role of Self-Regulation, Computer/Internet and Communication Self-efficacy in Social Anxiety Experienced in Online Student-Instructor Interaction

Yunus Emre Üngör; Mehmet Kara

Makale detayları

The Role of Self-Regulation, Computer/Internet and Communication Self-efficacy in Social Anxiety Experienced in Online Student-Instructor Interaction

Yazarlar:

Yunus Emre Üngör | Mehmet Kara

Yayıncı:

Gazi University

Ana Başlıklar:

Öğretim Teknolojileri | Eğitim Teknolojisi ve Bilgi İşlem

Dergi:

Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi Vol.43 Issue 3, pp.1663-1686

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001308211

pISSN:

1301-9058

Anahtar kelimeler:

Özet:

 This study aims to investigate the social anxiety, observed in student-instructor interaction, of the students enrolled in online courses and the relevant variables. More specifically, it is aimed to determine how self-regulation in student-instructor interaction, computerinternet and online communication self-efficacy predict social anxiety in student-instructor interaction. The study was conducted based on the transactional distance theory. The participants were 1013 university students enrolled in online courses. The instruments were the student-instructor interaction form of the social anxiety scale for e-learning environments and the relevant sub-scales of self-regulation in three types of online interaction and readiness scales for online learning. The data were analyzed through descriptive statistics and multiple linear regression analyses. The descriptive findings indicated that students social anxiety levels were relatively moderate. Besides, there were negative and significant relationships between students social anxiety and self-regulation, computerinternet self-efficacy, and communication self-efficacy. Finally, all three variables were observed as the negative and significant predictors of social anxietys negative evaluation and somatic symptoms dimensions while only self-regulation and communication self-efficacy were the significant predictors of avoiding interaction. These findings imply, as consistent with the relevant literature, that students social anxiety will decrease as their self-regulation, computerinternet and communication self-efficacy increase.

 This study aims to investigate the social anxiety, observed in student-instructor interaction, of the students enrolled in online courses and the relevant variables. More specifically, it is aimed to determine how self-regulation in student-instructor interaction, computerinternet and online communication self-efficacy predict social anxiety in student-instructor interaction. The study was conducted based on the transactional distance theory. The participants were 1013 university students enrolled in online courses. The instruments were the student-instructor interaction form of the social anxiety scale for e-learning environments and the relevant sub-scales of self-regulation in three types of online interaction and readiness scales for online learning. The data were analyzed through descriptive statistics and multiple linear regression analyses. The descriptive findings indicated that students social anxiety levels were relatively moderate. Besides, there were negative and significant relationships between students social anxiety and self-regulation, computerinternet self-efficacy, and communication self-efficacy. Finally, all three variables were observed as the negative and significant predictors of social anxietys negative evaluation and somatic symptoms dimensions while only self-regulation and communication self-efficacy were the significant predictors of avoiding interaction. These findings imply, as consistent with the relevant literature, that students social anxiety will decrease as their self-regulation, computerinternet and communication self-efficacy increase.

 This study aims to investigate the social anxiety, observed in student-instructor interaction, of the students enrolled in online courses and the relevant variables. More specifically, it is aimed to determine how self-regulation in student-instructor interaction, computerinternet and online communication self-efficacy predict social anxiety in student-instructor interaction. The study was conducted based on the transactional distance theory. The participants were 1013 university students enrolled in online courses. The instruments were the student-instructor interaction form of the social anxiety scale for e-learning environments and the relevant sub-scales of self-regulation in three types of online interaction and readiness scales for online learning. The data were analyzed through descriptive statistics and multiple linear regression analyses. The descriptive findings indicated that students social anxiety levels were relatively moderate. Besides, there were negative and significant relationships between students social anxiety and self-regulation, computerinternet self-efficacy, and communication self-efficacy. Finally, all three variables were observed as the negative and significant predictors of social anxietys negative evaluation and somatic symptoms dimensions while only self-regulation and communication self-efficacy were the significant predictors of avoiding interaction. These findings imply, as consistent with the relevant literature, that students social anxiety will decrease as their self-regulation, computerinternet and communication self-efficacy increase.

 Bu araştırmanın amacı çevrim içi derslere kayıtlı öğrencilerin çevrim içi öğrenci öğretim elemanı etkileşiminde sosyal kaygı düzeylerini ve ilişkili değişkenleri incelemektir. Daha özel olarak, öğrencilerin öğretim elemanlarıyla etkileşimlerinde öz düzenleme, bilgisayarinternet öz yeterliği ile çevrim içi iletişim öz yeterliği düzeylerinin çevrim içi öğrenci-öğretim elemanı etkileşiminde yaşadıkları sosyal kaygının boyutlarını yordama düzeylerinin belirlenmesidir. Araştırma etkileşimsel uzaklık kuramı çerçevesinde yapılmıştır. Araştırmanın katılımcıları çevrim içi derslere kayıtlı 1013 üniversite öğrencisidir. Araştırmanın verileri e-öğrenme ortamları için sosyal kaygı ölçeğinin öğrenci-öğretim elemanı formu, üç etkileşim türünde öz düzenleme ve çevrim içi öğrenmeye yönelik hazırbulunuşluk ölçeklerinin ilgili alt ölçekleriyle toplanmıştır. Toplanan veriler betimsel istatistikler ve çoklu doğrusal regresyonla analiz edilmiştir. Betimsel bulgulara göre öğrencilerin sosyal kaygıları göreceli olarak ortalamaya yakın düzeyde bulunmuştur.. Ayrıca, öğrenci-öğretim elemanı etkileşiminde sosyal kaygı ile öz düzenleme, bilgisayarinternet öz yeterliği ve iletişim öz yeterliği arasında negatif yönlü, anlamlı ilişkiler gözlemlenmiştir. Son olarak, her üç değişkenin sosyal kaygının olumsuz değerlendirilme ve somatik belirtiler boyutlarını negatif yönlü ve anlamlı şekilde yordadığı, etkileşimden kaçınma boyutunun ise öğrenci-öğretim elemanı etkileşiminde öz-düzenleme ve çevrim içi iletişim öz yeterliği tarafından negatif yönlü, anlamlı şekilde yordandığı tespit edilmiştir. Bu bulgular ilgili alanyazınla tutarlı şekilde öğrencilerin öz düzenleme, bilgisayarinternet öz yeterliği ve iletişim öz yeterlikleri arttıkça sosyal kaygılarının azalacağını göstermektedir.

Makale detayları

The Role of Self-Regulation, Computer/Internet and Communication Self-efficacy in Social Anxiety Experienced in Online Student-Instructor Interaction

Yazarlar:

Yunus Emre Üngör | Mehmet Kara

Yayıncı:

Gazi University

Ana Başlıklar:

Öğretim Teknolojileri | Eğitim Teknolojisi ve Bilgi İşlem

Dergi:

Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi Vol.43 Issue 3, pp.1663-1686

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001308211

pISSN:

1301-9058

Online interaction

Social anxiety

self-regulation

readinessÇevrim içi Etkileşim

Sosyal Kaygı

Öz Düzenleme

Hazırbulunuşluk

Sayı

Makale detayları

Yazarlar: Yunus Emre Üngör | Mehmet Kara

Yayıncı: Gazi University

Ana Başlıklar: Öğretim Teknolojileri | Eğitim Teknolojisi ve Bilgi İşlem

Dergi: Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi Vol.43 Issue 3, pp.1663-1686

Belge Tipi: Makale

Yayın Tarihi: 12/2023

Belge Dili: Türkçe

Document ID (Org No.): 2001308211

pISSN: 1301-9058

Sayı

Yazarlar:

Yunus Emre Üngör | Mehmet Kara

Yayıncı:

Gazi University

Ana Başlıklar:

Öğretim Teknolojileri | Eğitim Teknolojisi ve Bilgi İşlem

Dergi:

Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi Vol.43 Issue 3, pp.1663-1686

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001308211

pISSN:

1301-9058