Relationships Between Motivational Regulation Strategies and Cognitive Learning Strategies in Online Higher Education Courses

• In Event: Examining Student Engagement, Motivational Strategies, and Self-Regulated and Personalized Learning

Abstract

We examined the relationships between the student academic level (undergraduate and graduate level) and the use of motivational regulation strategies (interest-enhancement strategies and goal-oriented strategies) and also cognitive learning strategies. A total of 141 undergraduate and graduate students enrolled in online distance courses participated in this study. The findings showed that students use different motivational regulation strategies and cognitive learning strategies depending on their academic levels. Additionally, hierarchical regression analyses indicated that a surface level learning strategy (rehearsal) and deep processing level strategies (elaboration, organization, critical thinking) are predicted by different sets of motivational regulation strategies after controlling for the academic level and age. The results provide implications on how to support students' different motivational needs and cognitive learning strategies.

Authors

• Sanghoon Park, University of South Florida

• Heoncheol Yun, Northern Illinois University

• Jung Lim, University of South Florida