Effect of motivational scaffolding on self-efficacy, procrastination, and learning achievement in students of different cognitive styles
This research analyzes the effects of motivational scaffolding on procrastination, learning achievement, and academic and online self-efficacy in students with differing cognitive styles in the dimension of field dependence-independence (FDI), that are learning mathematical content in m-learning env...
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| Format: | Article |
| Language: | English |
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Hong Kong Bao Long Accounting & Secretarial Limited
2025-03-01
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| Series: | Knowledge Management & E-Learning: An International Journal |
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| Online Access: | https://www.kmel-journal.org/ojs/index.php/online-publication/article/view/615 |
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| author | Omar López-Vargas Laura Garavito-Martínez Nilson Valencia-Vallejo |
| author_facet | Omar López-Vargas Laura Garavito-Martínez Nilson Valencia-Vallejo |
| author_sort | Omar López-Vargas |
| collection | DOAJ |
| description | This research analyzes the effects of motivational scaffolding on procrastination, learning achievement, and academic and online self-efficacy in students with differing cognitive styles in the dimension of field dependence-independence (FDI), that are learning mathematical content in m-learning environments. This study involved 87 students from two seventh-grade classes from a public school in the municipality of Cundinamarca, Colombia. The research followed a quasi-experimental design. A group of students worked through an m-learning environment, which included within its structure a motivational scaffolding. Another group worked through an m-learning environment that did not include a scaffolding. All students were given the EFT masked figures test to classify them into field-dependent, intermediate and independent. A MANCOVA factor analysis was performed. The results indicate that scaffolding favored academic and online self-efficacy. It is possible to assert that field-dependent subjects are inclined to procrastinate and exhibit low levels of academic self-efficacy versus intermediate and field-independent peers. The data show that students with different cognitive styles achieved equivalent learning because of scaffolding in the m-learning environment. It was also concluded that both academic and online self-efficacy of field-dependent students may be favored by the interaction of scaffolding included in the m-learning environment and their cognitive style. |
| format | Article |
| id | doaj-art-aa9430c3ad964b85a790969fdfdf48e5 |
| institution | OA Journals |
| issn | 2073-7904 |
| language | English |
| publishDate | 2025-03-01 |
| publisher | Hong Kong Bao Long Accounting & Secretarial Limited |
| record_format | Article |
| series | Knowledge Management & E-Learning: An International Journal |
| spelling | doaj-art-aa9430c3ad964b85a790969fdfdf48e52025-08-20T02:28:40ZengHong Kong Bao Long Accounting & Secretarial LimitedKnowledge Management & E-Learning: An International Journal2073-79042025-03-01171497010.34105/j.kmel.2025.17.002Effect of motivational scaffolding on self-efficacy, procrastination, and learning achievement in students of different cognitive stylesOmar López-Vargas0https://orcid.org/0000-0003-2298-6854Laura Garavito-Martínez1https://orcid.org/0000-0001-7068-8507Nilson Valencia-Vallejo2https://orcid.org/0000-0002-5868-1350Universidad Pedagógica Nacional, Bogotá, ColombiaSecretaría de Educación de Cundinamarca, ColombiaUniversidad Pedagógica Nacional, Bogotá, ColombiaThis research analyzes the effects of motivational scaffolding on procrastination, learning achievement, and academic and online self-efficacy in students with differing cognitive styles in the dimension of field dependence-independence (FDI), that are learning mathematical content in m-learning environments. This study involved 87 students from two seventh-grade classes from a public school in the municipality of Cundinamarca, Colombia. The research followed a quasi-experimental design. A group of students worked through an m-learning environment, which included within its structure a motivational scaffolding. Another group worked through an m-learning environment that did not include a scaffolding. All students were given the EFT masked figures test to classify them into field-dependent, intermediate and independent. A MANCOVA factor analysis was performed. The results indicate that scaffolding favored academic and online self-efficacy. It is possible to assert that field-dependent subjects are inclined to procrastinate and exhibit low levels of academic self-efficacy versus intermediate and field-independent peers. The data show that students with different cognitive styles achieved equivalent learning because of scaffolding in the m-learning environment. It was also concluded that both academic and online self-efficacy of field-dependent students may be favored by the interaction of scaffolding included in the m-learning environment and their cognitive style.https://www.kmel-journal.org/ojs/index.php/online-publication/article/view/615scaffoldingprocrastinationself-efficacycognitive stylemobile learning |
| spellingShingle | Omar López-Vargas Laura Garavito-Martínez Nilson Valencia-Vallejo Effect of motivational scaffolding on self-efficacy, procrastination, and learning achievement in students of different cognitive styles Knowledge Management & E-Learning: An International Journal scaffolding procrastination self-efficacy cognitive style mobile learning |
| title | Effect of motivational scaffolding on self-efficacy, procrastination, and learning achievement in students of different cognitive styles |
| title_full | Effect of motivational scaffolding on self-efficacy, procrastination, and learning achievement in students of different cognitive styles |
| title_fullStr | Effect of motivational scaffolding on self-efficacy, procrastination, and learning achievement in students of different cognitive styles |
| title_full_unstemmed | Effect of motivational scaffolding on self-efficacy, procrastination, and learning achievement in students of different cognitive styles |
| title_short | Effect of motivational scaffolding on self-efficacy, procrastination, and learning achievement in students of different cognitive styles |
| title_sort | effect of motivational scaffolding on self efficacy procrastination and learning achievement in students of different cognitive styles |
| topic | scaffolding procrastination self-efficacy cognitive style mobile learning |
| url | https://www.kmel-journal.org/ojs/index.php/online-publication/article/view/615 |
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