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This study examines the relationships between self-efficacy, task value, and the use of self-regulated learning strategies by massive open online course (MOOC) learners from a social cognitive perspective. A total of 184 participants who enrolled in two MOOCs completed surveys. The results of Pearson's correlation analysis show a positive correlation between self-efficacy and the use of self-regulated learning strategies, as well as a positive correlation between task value and the use ofdoi:10.19173/irrodl.v20i5.4389 fatcat:ee3azq7q3jhnvffur7gjjv6zue