manage their own learning. The self-regulated learning practices of goal setting, environment structuring, task strategies, self-evaluation, time management, and help seeking are developed through experience and motivation. This study sought to determine the levels of self-regulated learning and identify the motivation constructs that correlated to the levels of self-regulated learning of students in an online agriculture dual enrollment course. Students had the highest self-regulation in the areas of goal setting and environment structuring. The lowest online learning self-regulation was in help seeking. Task value was the motivation construct receiving the highest mean score, while test anxiety received the lowest score. Relationships between online self-regulated learning and the motivation constructs of task value, self-efficacy, intrinsic motivation, extrinsic motivation, control beliefs, and test anxiety were statistically significant. Faculty in online courses are encouraged to aid in the development of help seeking, time management, and meta-analysis strategies. Faculty are also encouraged to incorporate valuable tasks within the online curriculum to increase students’ motivation to learn. Course developers are encouraged to incorporate problem-based learning, authentic assessments, and team-based learning approaches to better engage students. Research should continue to investigate these practices as they relate to increasing student motivation.
Swafford, M. (2018). The Relationship Between Motivation and Online Self-Regulated Learning. Journal of Human Sciences and Extension, 6(3), 6. https://scholarsjunction.msstate.edu/jhse/vol6/iss3/6
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