Self-efficacy and Learning Achievement in Students with Different Cognitive Style in an M-learning Environment

Abstract

Objective.
To explore the effects of a motivational scaffolding on academic achievement, self-efficacy, both
academic and online, in students with different cognitive style in the Field Dependence-Independence (FDI)
dimension, when mathematical content is delivered in an m-learning environment.
Method.
Fifty-six secondary
school students from a public women’s school in the city of Villavicencio, Colombia participated. The research
followed a cuasi-experimental design in which the participants were randomly distributed in two groups: (a) a
group of students interacts with an m-learning environment, which includes within its structure a motivational
scaffolding and; (b) another group interacts with an m-learning environment without scaffolding. The cognitive
style of the students was determined through tests and two self-efficacy post-tests were applied.
Results.
The
scaffolding favored both academic achievement and academic self-efficacy as well as the online students with
different cognitive style.
Conclusion.
The data shows that students in the FDI dimension, achieved equivalent
learning due to the effect of the motivational scaffolding that was included in the m-learning environment.
It is also possible to establish that both academic self-efficacy and online self-efficacy of field dependent
accessories favors academic achievement.