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Show THE UNIVERSITY OF UTAH RESEARCH POSTERS O N THE HILL 2013 £ Examining Off-task Behaviors as Regulatory Mediators of Long-term Interest and Performance Online Andrew Choi1; Carol Sansonc, PhD1; Jonathan Butner, PhD1; Joseph Zachary, PhD2 Department of Psychology1, Department of Computer Science2 Introduction Initial results (Sansone el el„ 20H)from trwRegulattno MoBvabon Performance Online (RMAPO) project Indicated that added conditions (personal or organizational) spent more 0 and off-task prior to submitting the assignment, relative to • Time spent on- and off-task **s Mssodited * * i amite* interest. •Oven the counterinturtlve pattern that being off-wth greater Interest for those more likely to value learning, this study >' off- task website sites or patterns were more likely and/or • "Two potential beneficial patterns w 1) the use of 'off-task' websites as a strategy 'Undergraduates (n - 108, 7 0 % female, 7 7 % Caucasian) were recruited using an online participant pool. Their mean age was 24 (range IB - n reported GPA was 3.3 (range 1.33 -4.00). •Participants' online behaviors were unobtrusively working through the lesson (see below). that were not directly part of the lesson (see Table I). The first two codes reflect hypothesis *l, and die last three reflect hypothesis »2 (see Introduction). X / EXAMINING OFF-TASK BEHAVIORS AS REGULATORY MEDIATORS OF LONG-TERM INTEREST AND PERFORMANCE IN ONLINE LEARNING Andrew Y. Choi (Carol Sansone, Jonathan Butner, Joseph Zachary) Department of Psychology University of Utah Motivation is critical in academic performance and must be self-regulated over time (Sansone &Thoman, 2005). Self-regulation becomes more significant online due to the lack of schedule and supervision characteristic of traditional in-class courses (Artino & Stephens, 2009). Online students must address both opportunities for supplemental learning (i.e. videos) and possible distractions that may redirect focus (i.e., social media) (Sansone, et al. in press). An initial examination (Sansone, Butner, et al., 2011) of the Regulation of Motivation and Performance Online (RMAPO) project indicated that students given reasons to value learning basic H T M L skills in an online lesson (value-added) spent more time on-task and off-task prior to submitting an assignment; this time spent was associated with greater interest. Given this counterintuitive pattern, our study aimed to identify and analyze the nature of off-task website access, and whether certain sites or patterns were more beneficial for interest and performance. Websites were coded into the following: on-task, non-lesson websites related to H T M L coding, indirectly lesson-related websites (i.e., alternative image examples), off-task social communication, off-task personal interests, and other. Statistical analysis (i.e., ANOVA) revealed that patterns of off-task behavior varied by category as a function of condition (control or value-added). Value-added groups accessed indirectly lesson-related websites and off-task personal interests to a significantly higher degree relative to the control. Accessing these websites was further significantly related to higher degrees of interest and performance (quiz scores). The findings suggest that students given reasons to value learning may use off-task behavior as strategy to 1) seek additional information related to their developing interest on a topic, and 2) rejuvenate diminished resources through creation of interest. Addition of utility value may thus motivate students to reconfigure their learning process in service of having a more interesting experience using both on- and off-task means (Sansone &Thoman, 2005). P*: persisting through the lesson. | I ar, - • B ss- A display of the typical •on-task" website The lesson pages provide ways for students varying degrees of engagement. 9 |