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Effects of First-Time Experiences and Self-Regulation on College Students' Online Learning Motivation: Based on a National Survey during COVID-19

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Title: Effects of First-Time Experiences and Self-Regulation on College Students' Online Learning Motivation: Based on a National Survey during COVID-19
Authors: Li, Gege, Luo, Heng (ORCID 0000-0002-6551-8885), Lei, Jing, Xu, Shuxian, Chen, Tianjiao
Source: Education Sciences. 2022 12.
Availability: MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. e-mail: education@mdpi.com; e-mail: indexing@mdpi.com; Web site: https://www.mdpi.com/journal/education
Peer Reviewed: Y
Page Count: 19
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Student Experience, Self Control, College Students, Student Motivation, Electronic Learning, COVID-19, Pandemics, National Surveys, Foreign Countries, Academic Achievement, Predictor Variables, Distance Education, Teacher Student Relationship, Communities of Practice, Inquiry
Geographic Terms: China
ISSN: 2227-7102
Abstract: The COVID-19 pandemic has forced many college students in developing countries to engage in online learning for the first time, and the sudden transit has raised concerns regarding students' competencies for, perception of, and attitude towards online learning. To address those concerns, this study measured three essential constructs of online learning (self-regulated learning, perceived presences, and learning motivation) based on a national survey in China (N = 12,826) and employed structural equation modeling to investigate their intertwined relationship. The study results reveal that (1) college students' academic achievement cannot effectively predict their self-regulated learning in an online learning context; (2) self-regulation can be further differentiated into general and task-specific strategies with a varying impact on three types of presences; (3) online learning motivation is best predicted by cognitive presence, followed by social presence and teaching presence; and (4) the path of task-specific self-regulated learning [right arrow] cognitive presence [right arrow] online learning motivation generates the largest positive compound effect. Implications for online teaching and learning practice are also discussed through the stakeholder perspectives of students, teachers, and platform developers.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1353915
Database: ERIC
FullText Text:
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  Data: Effects of First-Time Experiences and Self-Regulation on College Students' Online Learning Motivation: Based on a National Survey during COVID-19
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  Data: <searchLink fieldCode="AR" term="%22Li%2C+Gege%22">Li, Gege</searchLink><br /><searchLink fieldCode="AR" term="%22Luo%2C+Heng%22">Luo, Heng</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6551-8885">0000-0002-6551-8885</externalLink>)<br /><searchLink fieldCode="AR" term="%22Lei%2C+Jing%22">Lei, Jing</searchLink><br /><searchLink fieldCode="AR" term="%22Xu%2C+Shuxian%22">Xu, Shuxian</searchLink><br /><searchLink fieldCode="AR" term="%22Chen%2C+Tianjiao%22">Chen, Tianjiao</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Education+Sciences%22"><i>Education Sciences</i></searchLink>. 2022 12.
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  Data: MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. e-mail: education@mdpi.com; e-mail: indexing@mdpi.com; Web site: https://www.mdpi.com/journal/education
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  Data: Y
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  Data: 19
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  Data: 2022
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  Data: Journal Articles<br />Reports - Research<br />Tests/Questionnaires
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Student+Experience%22">Student Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Control%22">Self Control</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Motivation%22">Student Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink><br /><searchLink fieldCode="DE" term="%22National+Surveys%22">National Surveys</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Predictor+Variables%22">Predictor Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Distance+Education%22">Distance Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Communities+of+Practice%22">Communities of Practice</searchLink><br /><searchLink fieldCode="DE" term="%22Inquiry%22">Inquiry</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
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  Data: 2227-7102
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The COVID-19 pandemic has forced many college students in developing countries to engage in online learning for the first time, and the sudden transit has raised concerns regarding students' competencies for, perception of, and attitude towards online learning. To address those concerns, this study measured three essential constructs of online learning (self-regulated learning, perceived presences, and learning motivation) based on a national survey in China (N = 12,826) and employed structural equation modeling to investigate their intertwined relationship. The study results reveal that (1) college students' academic achievement cannot effectively predict their self-regulated learning in an online learning context; (2) self-regulation can be further differentiated into general and task-specific strategies with a varying impact on three types of presences; (3) online learning motivation is best predicted by cognitive presence, followed by social presence and teaching presence; and (4) the path of task-specific self-regulated learning [right arrow] cognitive presence [right arrow] online learning motivation generates the largest positive compound effect. Implications for online teaching and learning practice are also discussed through the stakeholder perspectives of students, teachers, and platform developers.
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  Data: EJ1353915
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      Pagination:
        PageCount: 19
    Subjects:
      – SubjectFull: Student Experience
        Type: general
      – SubjectFull: Self Control
        Type: general
      – SubjectFull: College Students
        Type: general
      – SubjectFull: Student Motivation
        Type: general
      – SubjectFull: Electronic Learning
        Type: general
      – SubjectFull: COVID-19
        Type: general
      – SubjectFull: Pandemics
        Type: general
      – SubjectFull: National Surveys
        Type: general
      – SubjectFull: Foreign Countries
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      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Predictor Variables
        Type: general
      – SubjectFull: Distance Education
        Type: general
      – SubjectFull: Teacher Student Relationship
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      – SubjectFull: Communities of Practice
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      – SubjectFull: Inquiry
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      – SubjectFull: China
        Type: general
    Titles:
      – TitleFull: Effects of First-Time Experiences and Self-Regulation on College Students' Online Learning Motivation: Based on a National Survey during COVID-19
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            NameFull: Li, Gege
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