Preservice Teachers' Motivation Levels, Self-Regulation, and Affective Learning Outcomes in Online Learning

• In Event: Preparing K–12 Teachers WITH and FOR Online Learning

Abstract

The purpose of the study was to examine (a) how multifaceted motivation levels relate to online students’ self-regulation (SR) and (b) how SR predicts students’ affective learning outcomes. A total of 556 online students at a Southwestern U.S. university participated in this study. Cluster analyses uncovered three levels of motivation: high, average, and low. Then, ANOVAs revealed that different motivation levels predicted SR between student and content as well as SR between student and instructor. Finally, multiple regressions showed that SR predicted affective learning outcomes in different ways, depending on students’ level of motivation. Detailed results and significance of the study are provided.

Authors

• Moon-Heum Cho, Syracuse University

• Jongpil Cheon, Texas Tech University

• Seongmi Lim, Ball State University