%0 Journal Article %1 rockinson2013electronic %A Rockinson-Szapkiw, Amanda J %A Wendt, Jillian %A Lunde, Rebecca %D 2013 %I Taylor & Francis %J American Journal of Distance Education %K digital e-textbook education he higher learning print self-regulated textbooks חומרילימוד %N 3 %P 179-188 %T Electronic versus print textbooks: The influence of textbook format on university students’ self-regulated learning strategies, motivation, and text anxiety %U https://www.tandfonline.com/doi/full/10.1080/08923647.2013.796230?scroll=top&needAccess=true %V 27 %X Because a majority of university students do not regularly read course textbooks, a study was conducted to determine if portable electronic textbooks (e-textbooks) would increase university student motivation to read by enhancing cognitive learning strategies and self-regulation of learning. The participants included 538 university students who self-chose to use either a print or e-textbook throughout the semester. The dependent variables self-efficacy, intrinsic value, cognitive strategies, self-regulation, and text anxiety were measured in each of two groups of participants using the Technology Confidences and Attitudes scale and the Motivated Strategies for Learning Questionnaire (MSLQ). The results of a multivariate analysis of variance (MANOVA) analysis indicated that there was a significant difference in the students’ MSLQ scores based on their choice of textbook format. These results imply that students who use e-textbooks are more likely to use cognitive and self-regulation strategies than students who use traditional print textbooks in their courses.

@article{rockinson2013electronic, abstract = {Because a majority of university students do not regularly read course textbooks, a study was conducted to determine if portable electronic textbooks (e-textbooks) would increase university student motivation to read by enhancing cognitive learning strategies and self-regulation of learning. The participants included 538 university students who self-chose to use either a print or e-textbook throughout the semester. The dependent variables self-efficacy, intrinsic value, cognitive strategies, self-regulation, and text anxiety were measured in each of two groups of participants using the Technology Confidences and Attitudes scale and the Motivated Strategies for Learning Questionnaire (MSLQ). The results of a multivariate analysis of variance (MANOVA) analysis indicated that there was a significant difference in the students’ MSLQ scores based on their choice of textbook format. These results imply that students who use e-textbooks are more likely to use cognitive and self-regulation strategies than students who use traditional print textbooks in their courses.}, added-at = {2018-12-30T09:19:59.000+0100}, author = {Rockinson-Szapkiw, Amanda J and Wendt, Jillian and Lunde, Rebecca}, biburl = {https://www.bibsonomy.org/bibtex/2ca09e880c89e2d0ea37904e45ecefef5/yish}, interhash = {aff6fc8bae3c126d7028f960e062acc0}, intrahash = {ca09e880c89e2d0ea37904e45ecefef5}, journal = {American Journal of Distance Education}, keywords = {digital e-textbook education he higher learning print self-regulated textbooks חומרילימוד}, number = 3, pages = {179-188}, publisher = {Taylor & Francis}, timestamp = {2018-12-30T09:21:00.000+0100}, title = {Electronic versus print textbooks: The influence of textbook format on university students’ self-regulated learning strategies, motivation, and text anxiety}, url = {https://www.tandfonline.com/doi/full/10.1080/08923647.2013.796230?scroll=top&needAccess=true}, volume = 27, year = 2013 }