Self-Regulation and Academic Motivation as Predictors of Academic Achievement of Undergraduate Students in an Online Learning Environment
type: CreativeWork
description: Problem Online learning is a form of distance education that occurs via the Internet (Adams, 2004; Carliner, 1999). The success of online learning depends on student-related factors such as acceptance, willingness, and motivation (Almaiah et al., 2019; Almaiah et al., 2020). When online learning systems are not utilized, students cannot realize the concomitant benefit of improved performance. Online learning has many positives, but it does present a problem when it comes to academic success. Motivation and self-regulation are two of the key factors for successful online learning given that students are subject to minimal supervision or guidance from teachers in an online environment. Lack of motivation and low levels of self-regulation can decrease students’ academic outcomes. It is, therefore, important to understand to what extent self-regulation and motivation impact academic success in an online learning environment, to better develop strategies to improve motivation, enhance self-regulation, and address the shortcomings they present to online learning. The focus of this study is the relationship between students’ self-regulation, academic motivation, and academic achievement in an online learning environment (Alafghani & Purwandari, 2019; Bandura, 1991; Panadero, 2017; Yusuf, 2011). Method A non-experimental quantitative research design was used to investigate the relationship between self-regulation, academic motivation, and academic achievement of undergraduate students in an online learning environment. QuestionPro hosted the survey. The data were collected using self-report questionnaires, and the sample population consisted of 300 undergraduate students taking online courses in the United States. The Online Self-Regulated Learning Questionnaire (OSLQ) and Academic Motivation Scale (AMS) were used to measure self-regulation and academic motivation, respectively. Structural Equation Modeling (SEM) was used to analyze the data, and Multigroup Structural Equat…
abstract: Problem Online learning is a form of distance education that occurs via the Internet (Adams, 2004; Carliner, 1999). The success of online learning depends on student-related factors such as acceptance, willingness, and motivation (Almaiah et al., 2019; Almaiah et al., 2020). When online learning systems are not utilized, students cannot realize the concomitant benefit of improved performance. Online learning has many positives, but it does present a problem when it comes to academic success. Motivation and self-regulation are two of the key factors for successful online learning given that students are subject to minimal supervision or guidance from teachers in an online environment. Lack of motivation and low levels of self-regulation can decrease students’ academic outcomes. It is, therefore, important to understand to what extent self-regulation and motivation impact academic success in an online learning environment, to better develop strategies to improve motivation, enhance self-regulation, and address the shortcomings they present to online learning. The focus of this study is the relationship between students’ self-regulation, academic motivation, and academic achievement in an online learning environment (Alafghani & Purwandari, 2019; Bandura, 1991; Panadero, 2017; Yusuf, 2011). Method A non-experimental quantitative research design was used to investigate the relationship between self-regulation, academic motivation, and academic achievement of undergraduate students in an online learning environment. QuestionPro hosted the survey. The data were collected using self-report questionnaires, and the sample population consisted of 300 undergraduate students taking online courses in the United States. The Online Self-Regulated Learning Questionnaire (OSLQ) and Academic Motivation Scale (AMS) were used to measure self-regulation and academic motivation, respectively. Structural Equation Modeling (SEM) was used to analyze the data, and Multigroup Structural Equat…
author: Almwalad, Sonia
keywords: Academic Achievement, Motivation, Self-Regulation, Online Learning, Undergraduate Students, Educational Psychology, Online and Distance Education
date published: 2023-01-01T08:00:00Z
date modified: 2026-07-24T00:54:19Z
provider: Andrews University
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: Andrews University