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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
Language: English
Authors: Omar López-Vargas (ORCID 0000-0003-2298-6854), Laura Garavito-Martínez (ORCID 0000-0001-7068-8507), Nilson Valencia-Vallejo (ORCID 0000-0002-5868-1350)
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
FullText Text:
  Availability: 0
CustomLinks:
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  Data: Effect of Motivational Scaffolding on Self-Efficacy, Procrastination, and Learning Achievement in Students of Different Cognitive Styles
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  Data: <searchLink fieldCode="AR" term="%22Omar+López-Vargas%22">Omar López-Vargas</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2298-6854">0000-0003-2298-6854</externalLink>)<br /><searchLink fieldCode="AR" term="%22Laura+Garavito-Martínez%22">Laura Garavito-Martínez</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7068-8507">0000-0001-7068-8507</externalLink>)<br /><searchLink fieldCode="AR" term="%22Nilson+Valencia-Vallejo%22">Nilson Valencia-Vallejo</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5868-1350">0000-0002-5868-1350</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Knowledge+Management+%26+E-Learning%22"><i>Knowledge Management & E-Learning</i></searchLink>. 2025 17(1):49-70.
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  Data: Laboratory of Knowledge Management & E-Learning. Web site: http://www.kmel-journal.org/ojs/index.php/online-publication
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  Data: 23
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  Data: <searchLink fieldCode="DE" term="%22Student+Motivation%22">Student Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Scaffolding+%28Teaching+Technique%29%22">Scaffolding (Teaching Technique)</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Time+Management%22">Time Management</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Style%22">Cognitive Style</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+7%22">Grade 7</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Telecommunications%22">Telecommunications</searchLink><br /><searchLink fieldCode="DE" term="%22Handheld+Devices%22">Handheld Devices</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Colombia%22">Colombia</searchLink>
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  Data: 2073-7904
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  Data: 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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  Data: 2025
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  Data: EJ1471844
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RecordInfo BibRecord:
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 23
        StartPage: 49
    Subjects:
      – SubjectFull: Student Motivation
        Type: general
      – SubjectFull: Scaffolding (Teaching Technique)
        Type: general
      – SubjectFull: Self Efficacy
        Type: general
      – SubjectFull: Time Management
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Cognitive Style
        Type: general
      – SubjectFull: Grade 7
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Telecommunications
        Type: general
      – SubjectFull: Handheld Devices
        Type: general
      – SubjectFull: Technology Uses in Education
        Type: general
      – SubjectFull: Secondary School Students
        Type: general
      – SubjectFull: Colombia
        Type: general
    Titles:
      – TitleFull: Effect of Motivational Scaffolding on Self-Efficacy, Procrastination, and Learning Achievement in Students of Different Cognitive Styles
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            NameFull: Omar López-Vargas
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            NameFull: Laura Garavito-Martínez
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            NameFull: Nilson Valencia-Vallejo
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              Y: 2025
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