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ERIC Number: EJ1171517
Record Type: Journal
Publication Date: 2018
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0892-3647
The Influence of Motivational Regulation Strategies on Online Students' Behavioral, Emotional, and Cognitive Engagement
Park, Sanghoon; Yun, Heoncheol
American Journal of Distance Education, v32 n1 p43-56 2018
Providing effective motivational support is a critical determinant of a successful online distance learning experience for students in higher education. In this study, we examined how students' academic level and use of 8 motivational regulation strategies influence 3 types of student engagement: behavioral engagement, emotional engagement, and cognitive engagement. A total of 95 undergraduate and graduate students enrolled in online courses in 4-year universities in the United States participated in this study. A series of hierarchical regression analyses of undergraduate and graduate online students (N = 95) showed that behavioral engagement, emotional engagement, and cognitive engagement are predicted by different motivational regulation strategies after controlling for the academic level. Additionally, students' academic level was found to be a predictor of cognitive engagement but not a predictor of behavioral engagement or emotional engagement. The results suggest that online course instructors, tutors, and designers should provide students with differentiated motivational scaffolding based on their motivational profile in order to promote different aspects of learning engagement.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A