How Am I Doing? Exploring On-Line Gradebook Monitoring as a Self-Regulated Learning Practice That Impacts Academic Achievement

摘要

Accessing the on-line gradebook feature of course management systems (e.g., Blackboard) is a novel form of performance monitoring and feedback seeking associated with self-regulated learning practices. In this study I explore on-line gradebook monitoring's connection with student goal orientation and academic achievement. Three additional feedback-seeking strategies also are examined in relation to these variables. Analysis of survey data collected from first semester freshmen business majors indicates on-line gradebook monitoring is the primary form of feedback seeking students use to assess classroom performance and is a significant, positive predictor of final course grades. Both performance-prove and learning goal orientations predicted on-line gradebook monitoring and instructor inquiry strategies. Implications for classroom practice and future research are discussed.