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.



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