ABSTRACT This quantitative non-experimental correlational study examined the associations among the predictor variables of first year, first semester nontraditional online learners’ self-regulation, self-direction, and self-efficacy with the criterion variable of semester-to semester persistence. A nonprobability convenience sampling method was used to select nontraditional learners enrolled in online undergraduate degree level courses during the Fall semester of the 2018–2019 academic year at a private higher education institution in the Southeast region of the United States. A logistical regression analysis demonstrated that nontraditional online learner semester-to-semester persistence can be explained by the combination of self-efficacy, self-regulation, and self-directedness. The entire model containing all the predictor and criterion variables significantly predicted whether or not first-semester, first-year nontraditional, online learners would persist beyond their second semester at the current institution. The adequacy of the model was further supported by the results of the Hosmer and Lemeshow test, which confirmed that the model is a good fit for predicting online, nontraditional learner persistence.

中文翻译：

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非传统在线学习者的持续模型：自我效能、自我调节和自我指导

摘要 这项定量的非实验相关性研究以学期到学期的持续性为标准变量，检验了第一年、第一学期非传统在线学习者的自我调节、自我指导和自我效能的预测变量之间的关联。使用非概率便利抽样方法选择在美国东南地区私立高等教育机构 2018-2019 学年秋季学期注册在线本科学位课程的非传统学习者。逻辑回归分析表明，非传统的在线学习者学期到学期的坚持可以通过自我效能、自我调节和自我导向的组合来解释。包含所有预测变量和标准变量的整个模型显着地预测了第一学期、第一年的非传统在线学习者是否会在当前机构的第二学期之后继续学习。Hosmer 和 Lemeshow 测试的结果进一步支持了该模型的充分性，这证实该模型非常适合预测在线、非传统学习者的持久性。