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Learning online: motivated to self-regulate?
Abstract
The objective of this study was to investigate how different motivational components of social cognitive theory relate to students' use of learning strategies in online courses. University students (n = 96) completed a survey that assessed their task value and self-efficacy, as well as outcomes that included their use of three self-regulated learning strategies. Results indicate that task value and self-efficacy were significantly positively related to students' use of elaboration, critical thinking, and metacognitive learning strategies. Educational implications and suggestions for future research are discussed.
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Source: HighBeam Research, Learning online: motivated to self-regulate?