Motivation Regulation and Learning Engagement Between Undergraduate and Graduate Students in Online and On-Campus Courses

• In Event: Diversity, Connectedness, and Engagement Online

Abstract

This study examined how students’ academic levels (undergraduate vs. graduate) and the type of course delivery mode (online vs. on-campus) influence their uses of eight motivational regulation strategies and three types of engagement. A total of 190 students consisting of 95 undergraduate students and 95 graduate students participated in this study. The results of two-way multivariate analysis of variance show that students use different sets of motivational regulation strategies depending upon their academic levels and course delivery modes. Also, graduate students showed significantly higher engagement in all three types than undergraduate students did. The findings provide practical implications for designing a motivational support system with specific sets of motivational regulation strategies for students in different academic levels and course modes.

Authors

• Sanghoon Park, University of South Florida

• Heoncheol Yun, Chonnam National University

• Dongho Kim

• Eulho Jung, Uniformed Services University of the Health Sciences

• Meehyun Yoon, University of Georgia