Myron H. Dembo
Current Organizations / Institutes
The organizations/institutes from the scholar's latest article
Research Subjects
Research Interests
Myron H. Dembo has a total of 2 co-authors. Here are the top co-authors by number of shared publications:
- Keith Howard1 shared publication
- Richard Lynch
Woosong University South Korea
1 shared publication
Latest Publications
- 1 March 2007
- Published by Taylor & Francis in Journal of College Reading and Learning
- Vol. 37 (2) , 101-109
Advice about the Use of Learning Styles: A Major Myth in Education
(2007). Advice about the Use of Learning Styles: A Major Myth in Education. Journal of College Reading and Learning: Vol. 37, No. 2, pp. 101-109.
- 1 March 2007
- Published by Taylor & Francis in Journal of College Reading and Learning
- Vol. 37 (2) , 101-109
Advice about the Use of Learning Styles: A Major Myth in Education
(2007). Advice about the Use of Learning Styles: A Major Myth in Education. Journal of College Reading and Learning: Vol. 37, No. 2, pp. 101-109.
- Open Access
- 1 August 2004
- Published by Athabasca University Press in The International Review of Research in Open and Distributed Learning
- Vol. 5 (2)
The Relationship Between Self-Regulation and Online Learning in a Blended Learning Context
This study reviewed the distance education and self-regulation literatures to identify learner self-regulation skills predictive of academic success in a blended education context. Five self-regulatory attributes were judged likely to be predictive of academic performance: intrinsic goal orientation, self-efficacy for learning and performance, time and study environment management, help seeking, and Internet self-efficacy. Verbal ability was used as a control measure. Performance was operationalized as final course grades. Data were collected from 94 students in a blended undergraduate marketing course at a west coast American research university (tier one). Regression analysis revealed that verbal ability and self-efficacy related significantly to performance, together explaining 12 percent of the variance in course grades. Self-efficacy for learning and performance alone accounted for 7 percent of the variance. Keywords: self-regulated learning, blended learning, online learning
- 1 August 2004
- Published by Athabasca University Press in The International Review of Research in Open and Distributed Learning
- Vol. 5 (2)
Open AccessThe Relationship Between Self-Regulation and Online Learning in a Blended Learning Context
This study reviewed the distance education and self-regulation literatures to identify learner self-regulation skills predictive of academic success in a blended education context. Five self-regulatory attributes were judged likely to be predictive of academic performance: intrinsic goal orientation, self-efficacy for learning and performance, time and study environment management, help seeking, and Internet self-efficacy. Verbal ability was used as a control measure. Performance was operationalized as final course grades. Data were collected from 94 students in a blended undergraduate marketing course at a west coast American research university (tier one). Regression analysis revealed that verbal ability and self-efficacy related significantly to performance, together explaining 12 percent of the variance in course grades. Self-efficacy for learning and performance alone accounted for 7 percent of the variance. Keywords: self-regulated learning, blended learning, online learning