Presenter Status
Ph.D, School of Graduate Psychology and Counseling
Second Presenter Status
Associate Professor, School of Graduate Psychology & Counseling
Third Presenter Status
Online Higher Education Professor, College of Education & International Services
Fourth Presenter Status
Educational Professor, School of Population Health, Nutrition & Wellness
Preferred Session
Poster Session
Start Date
20-10-2023 2:00 PM
End Date
20-10-2023 3:00 PM
Presentation Abstract
Abstract
The purpose of this study is to determine whether self-regulation and academic motivation are related to undergraduate student academic achievement in an online learning environment. This implies that the main variables in this research were student-related factors including self-regulation, academic motivation, and academic achievement. The data were collected using self-report questionnaires, and the sample population consisted of 300 undergraduate students taking online courses in the United States. QuestionPro hosted the survey. The Online Self-Regulated Learning Questionnaire (OSLQ) and Academic Motivation Scale (AMS) were used to measure self-regulation and academic motivation, respectively. The number of taken courses, cumulative grade GPA, and year in college were used to measureacademic achievement. Structural Equation Modeling (SEM) was used to analyze the data, and Multigroup Structural Equation Modeling (MSEM) was used to understand gender differences between the variables. The data was collected, screened, and analyzed using SPSS and AMOS software. The result of this study shows that the participants were moderately self-regulated and academically motivated. For academic achievement, 41% of the participants were seniors, 60% of participants took four or fewer online courses, and 68% had a GPA above 3. Also, the study identified no link between self-regulation and academic motivation and no gender differences between male and female in the academic achievement of undergraduate students in an online learning environment. The sample representativeness limited the generalizability of research findings. There is one implication for practice is the need to broaden the sample size. Future research should examine the role of individual differences.
Images
Dear Sonia,
Congratulations! Your IRB application for approval of research involving human subjects entitled: “Self-regulation and academic motivation as predictors of academic achievement of undergraduate students in an online learning environment” IRB protocol # 22-158 has been evaluated and determined Exempt from IRB review under regulation CFR 46.104 (2)(i).
Self-Regulation and Academic Motivation as Predictors of Academic Achievement of Undergraduate Students in an Online Learning Environment
Abstract
The purpose of this study is to determine whether self-regulation and academic motivation are related to undergraduate student academic achievement in an online learning environment. This implies that the main variables in this research were student-related factors including self-regulation, academic motivation, and academic achievement. The data were collected using self-report questionnaires, and the sample population consisted of 300 undergraduate students taking online courses in the United States. QuestionPro hosted the survey. The Online Self-Regulated Learning Questionnaire (OSLQ) and Academic Motivation Scale (AMS) were used to measure self-regulation and academic motivation, respectively. The number of taken courses, cumulative grade GPA, and year in college were used to measureacademic achievement. Structural Equation Modeling (SEM) was used to analyze the data, and Multigroup Structural Equation Modeling (MSEM) was used to understand gender differences between the variables. The data was collected, screened, and analyzed using SPSS and AMOS software. The result of this study shows that the participants were moderately self-regulated and academically motivated. For academic achievement, 41% of the participants were seniors, 60% of participants took four or fewer online courses, and 68% had a GPA above 3. Also, the study identified no link between self-regulation and academic motivation and no gender differences between male and female in the academic achievement of undergraduate students in an online learning environment. The sample representativeness limited the generalizability of research findings. There is one implication for practice is the need to broaden the sample size. Future research should examine the role of individual differences.
Acknowledgments
Alhamdulillah, I praise Allah S.W.T., the most powerful, the most merciful, and the possessor of the universe, who gave me strength, blessing, and guidance to write and complete my dissertation.
I am deeply grateful to my mother, sisters, brothers, Auntie Karemh, and all my other family members and friends who have consistently given me courage and unwavering support throughout this journey. Their prayers have been a source of strength and encouragement.
I extend my sincere appreciation to Dr. Gabriel and my committee members: Dr. Nosworthy, Dr. Lim, and Dr. Kijai. Their advice, support, and supervision have been invaluable. Through their guidance, constructive criticism, and insightful opinions, the research objective has been successfully achieved.
Thank you all!