Effect of Motivational Scaffolding on Self-Efficacy, Procrastination, and Learning Achievement in Students of Different Cognitive Styles
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| Title: | Effect of Motivational Scaffolding on Self-Efficacy, Procrastination, and Learning Achievement in Students of Different Cognitive Styles |
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| Language: | English |
| Authors: | Omar López-Vargas (ORCID |
| Source: | Knowledge Management & E-Learning. 2025 17(1):49-70. |
| Availability: | Laboratory of Knowledge Management & E-Learning. Web site: http://www.kmel-journal.org/ojs/index.php/online-publication |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 7 Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Student Motivation, Scaffolding (Teaching Technique), Self Efficacy, Time Management, Academic Achievement, Cognitive Style, Grade 7, Foreign Countries, Telecommunications, Handheld Devices, Technology Uses in Education, Secondary School Students |
| Geographic Terms: | Colombia |
| ISSN: | 2073-7904 |
| Abstract: | 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 dependenceindependence (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. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1471844 |
| Database: | ERIC |
| Abstract: | 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 dependenceindependence (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. |
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| ISSN: | 2073-7904 |
