Distance education: the role of self-efficacy and locus of control in lifelong learning

摘要

Nowadays the use of information and communications technology in distance education is an increasing and widespread phenomenon, crossing physical and temporal boundaries. Distance learning provides the flexibility needed for adults to continue their education or training while working or fulfilling family responsibilities (Bates, 2005). The rapid growth of knowledge in the area of health requires operators to continue to study and learn, just to keep up with the knowledge base of the job and to develop their careers. This study aimed to explore, in the context of distance education, the role of some of the main psychological features involved in learning achievement, such as self-efficacy (Zimmerman, 2002) and locus of control (Fazey & Fazey, 2001). The survey analysed the relations among training goals achievement (based on distance education), self-efficacy (Bandura, 1997; Schwarzer, 1993), and locus of control (Rotter, 1954; Perussia & Viano, 2008) in a group of 115 health professionals. The results show a significant relation between internal locus of control and learning achievement in distance training. Furthermore, a significant relation between self-efficacy and locus of control was found.