Online learning is now entrenched in the mainstream educational system and continues to provide educational opportunities for millions of Americans. However, as online education increases, there is a need to improve the quality of education. This dissertation examines the extent to which emotional intelligence, locus of control, and self- efficacy contribute to the perception of online learning. The applied research methodology was a quantitative cross-correlational design. The statistical population was 156 online students selected from a Midwest university. A survey containing 21 items with Likert-type responses was developed to assess students' overall perceptions of online learning. The research questions for this study integrated emotional intelligence, locus of control, and self-efficacy concepts. The result indicated a statistically significant correlation for males and is inconsistent with extant literature that has examined students' perception of online learning. Additionally, study findings indicated a statistically significant relationship among emotional intelligence, locus of control, and self-efficacy with regard to students’ online learning. This will help learners cultivate emotional intelligence, locus of control, and self-efficacy, and importance of competence in students' success in online learning.
","abstract_html":"<p>Online learning is now entrenched in the mainstream educational system and continues to provide educational opportunities for millions of Americans. However, as online education increases, there is a need to improve the quality of education. This dissertation examines the extent to which emotional intelligence, locus of control, and self- efficacy contribute to the perception of online learning. The applied research methodology was a quantitative cross-correlational design. The statistical population was 156 online students selected from a Midwest university. A survey containing 21 items with Likert-type responses was developed to assess students' overall perceptions of online learning. The research questions for this study integrated emotional intelligence, locus of control, and self-efficacy concepts. The result indicated a statistically significant correlation for males and is inconsistent with extant literature that has examined students' perception of online learning. Additionally, study findings indicated a statistically significant relationship among emotional intelligence, locus of control, and self-efficacy with regard to students’ online learning. This will help learners cultivate emotional intelligence, locus of control, and self-efficacy, and importance of competence in students' success in online learning.</p>","abstract_has_math":false,"creators":["Abraham, J. Laurence"],"institution":null,"degree_name":"Doctor of Philosophy (PhD)","degree_level":"Open Access Dissertation","degree_discipline":"College of Technology","degree_department":null,"school":null,"contributors":["Alphonso Bellamy, Ph.D.","Pamela Speelman, Ph.D.","Herman Tang, Ph.D.h.D."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2018,"date_issued":"2018-01-01T08:00:00Z","date_published":"2018-01-01T08:00:00Z","updated_at":"2026-07-24T02:17:33Z","subjects":["Emotional Intelligence","Locus of Contro","l Online Education","Self Efficacy","Educational Technology"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://commons.emich.edu/theses/944","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Alphonso Bellamy, Ph.D.","Pamela Speelman, Ph.D.","Herman Tang, Ph.D.h.D."]},{"key":"dc:creator","label":"Author","values":["Abraham, J. Laurence"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2019-01-08T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["College of Technology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Open Access Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy (PhD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Emotional Intelligence","Locus of Contro","l Online Education","Self Efficacy","Educational Technology"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://commons.emich.edu/theses/944"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Online learning is now entrenched in the mainstream educational system and continues to provide educational opportunities for millions of Americans. However, as online education increases, there is a need to improve the quality of education. This dissertation examines the extent to which emotional intelligence, locus of control, and self- efficacy contribute to the perception of online learning. The applied research methodology was a quantitative cross-correlational design. The statistical population was 156 online students selected from a Midwest university. A survey containing 21 items with Likert-type responses was developed to assess students' overall perceptions of online learning. The research questions for this study integrated emotional intelligence, locus of control, and self-efficacy concepts. The result indicated a statistically significant correlation for males and is inconsistent with extant literature that has examined students' perception of online learning. Additionally, study findings indicated a statistically significant relationship among emotional intelligence, locus of control, and self-efficacy with regard to students’ online learning. This will help learners cultivate emotional intelligence, locus of control, and self-efficacy, and importance of competence in students' success in online learning.
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