The Influence of Motivational Regulation Strategies on Online Students' Behavioral, Emotional, and Cognitive Engagement

Autor/inn/en	Park, Sanghoon; Yun, Heoncheol
Titel	The Influence of Motivational Regulation Strategies on Online Students' Behavioral, Emotional, and Cognitive Engagement
Quelle	In: American Journal of Distance Education, 32 (2018) 1, S.43-56 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0892-3647
DOI	10.1080/08923647.2018.1412738
Schlagwörter	Student Motivation; Online Courses; Predictor Variables; Metacognition; Distance Education; Graduate Students; Undergraduate Students; Learner Engagement; Teacher Student Relationship; Scaffolding (Teaching Technique); Profiles; Instructional Design; Student Surveys; Student Attitudes; Schools of Education; Statistical Analysis; Multiple Regression Analysis + Suchen Sie Ihr Suchwort? Schulische Motivation; Online course; Online-Kurs; Prädiktor; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Distance study; Distance learning; Fernunterricht; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Teacher student relationships; Lehrer-Schüler-Beziehung; Charakterisierung; Profilanalyse; Lesson concept; Lessonplan; Unterrichtsentwurf; Schülerbefragung; Schülerverhalten; Erziehungswissenschaftliche Fakultät; Statistische Analyse
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01