Exploring the Influences of Motivational Strategies on Engagement in Distance Higher Education

• In Event: 34.081 - Investigating Course Modality, Motivation, Engagement, Self-Efficacy, and Self-Directed Learning

Abstract

We examined how students' academic level (undergraduate and graduate level) and use of eight motivational regulation strategies influence three types of student engagement (behavioral engagement, emotional engagement, and cognitive engagement). A total of 95 undergraduate and graduate students enrolled in online courses in four-year universities in the U.S. participated in this study. A series of hierarchical regression analyses showed that each of behavioral engagement, emotional engagement, and cognitive engagement is predicted by different motivational regulation strategies after controlling for the academic level. Additionally, the academic level was found to be a predictor of cognitive engagement but not a predictor of behavioral engagement or emotional engagement. The results present insights for designing effective motivational supporting strategies in online distance courses.

Authors

• Sanghoon Park, University of South Florida

• Heoncheol Yun, Chonnam National University

• Jung Lim, University of South Florida