Exploiting Motivation and Self-efficacy through the Implementation of a Self-Regulated Oriented ePortfolio

Critical affective factors like motivation and selfbeliefs promote persistence in changes; they affect the learning processes and direct individuals toward certain goals. On these grounds, it is explored if the extent motivation and self-efficacy can be positively impacted through the implementation of a self-regulated oriented ePortfolio. An ePortfolio, constituting an innovative elearning tool, supported by the self-regulated learning (SRL) theory is being developed. Based on the findings of the proposed ePortfolio implementation, a conceptual framework aligning aspects (cognitive, motivational, affective and social) of the cyclical SRL model with 21 century life and career competences is proposed. In the context of the present study, quasi-experimental research with comparison groups in pre/post-tests is conducted in order to examine motivational and self-efficacy beliefs. The findings reveal that students’ motivational and self-efficacy beliefs tend to increase upon completion of the experimental procedure. Furthermore, the potential of the development of ePortfolios should be further studied to empower students to become active learners and enhance their competences.