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

被引：39

作者：

Park, Sanghoon ^{[1
]}

Yun, Heoncheol ^{[2
]}

机构：

[1] Univ S Florida, Tampa, FL 33620 USA

[2] Northern Illinois Univ, De Kalb, IL 60115 USA

来源：

AMERICAN JOURNAL OF DISTANCE EDUCATION | 2018年 / 32卷 / 01期

关键词：

D O I：

10.1080/08923647.2018.1412738

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

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.

引用

页码：43 / 56

页数：14

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