Electronic Versus Print Textbooks: The Influence of Textbook Format on University Students' Self-Regulated Learning Strategies, Motivation, and Text Anxiety

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 par...

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Bibliographic Details
Published in:The American journal of distance education 2013-07, Vol.27 (3), p.179-188
Main Authors: Rockinson-Szapkiw, Amanda J., Wendt, Jillian, Lunde, Rebecca
Format: Article
Language:English
Subjects:
Anxiety
Cognitive style
College Students
E-books
Electronic Publishing
Learning Strategies
Motivated Strategies for Learning Questionnaire
Motivation
Multivariate Analysis
Predictor Variables
Printed Materials
Questionnaires
Rating Scales
Self Control
Self Efficacy
Statistical Analysis
Student Attitudes
Student Motivation
Textbooks
University students
Virginia
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Summary: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.
ISSN:0892-3647
1538-9286
DOI:10.1080/08923647.2013.796230