The relationships among online self-regulated english learning, task value, and academic self-efficacy: the mediating role of the task value

Self-regulation has been found to be the outcomes of motivational beliefs, such as self-efficacy and task value in many previous studies. However, in this study, we suspect that self-regulation can be a motive affecting how nursing students value and formulate their confidence in online learning contexts. This is due to the fact that self-regulation is an ability being trained and developed since early childhood education and that individuals possess self-regulated ability by nature when advancing to a higher educational level, despite at varying levels. It is thus possible to assume that this fundamental ability would serve as a foundation for enhancing one’s learning self-efficacy, confidence, and hardiness especially in a specific professional domain. The present study thus explored college students’ self-regulation as antecedents that predict task value, and academic self-efficacy. Self-regulation and task value positively predicted academic self-efficacy. Moreover, task value yield a positive association with self-regulation and a mediating influence on the relationships between self-regulation and academic self-efficacy. Additionally, goal setting, consequential value, and personal value were found to be strongest predictors of academic self-efficacy. The findings of this study also reveal instructional implications to facilitate students’ self-regulation and motivation for online learning environment.