Online Self-Regulated Learning and Achievement in the Era of Change

Rivers, Damian J.; Nakamura, Michiko; Vallance, Michael

doi:10.1177/07356331211025108

Cited by 37 publications

(28 citation statements)

References 66 publications

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“…The existence of diverse selves in cyberspace has brought unprecedented challenges to the autonomy development of humans ( Boniel-Nissim et al, 2022 ; Hayes, 2022 ). The diverse self-expression ( Throuvala et al, 2019 ; Duvenage et al, 2020 ), the consistency between online and offline ( Rivers et al, 2021a ; Achterhof et al, 2022 ), the correction of alienated selves ( Coyne et al, 2019 ), and the avoidance of various false selves ( Goke et al, 2021 ; Rivers et al, 2021b ) have become new issues of self-development faced by the adolescents in the Internet era. In this study, the literature on autonomy worldwide was reviewed and compared to further explore adolescents’ autonomy in the context of network culture.…”

Section: Discussionmentioning

confidence: 99%

Development and Validation of an Autonomy Questionnaire for Chinese Adolescents From the Perspective of Network Culture

Hong

Zheng

et al. 2022

Front. Psychol.

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This study developed a measure of autonomy for adolescents in contemporary China. First, data from 44 interviewees—40 secondary school students, 2 parents, and 2 secondary school teachers—were used to explore the connotation and theoretical structure of autonomy in adolescents in China. Next, a preliminary Adolescent Autonomy Questionnaire was created from the interview data and administered to 775 secondary school students. Exploratory factor analysis and confirmatory factor analysis (CFA) were conducted to verify the factor structure. Finally, 614 secondary school students completed the Adolescent Autonomy Questionnaire, Personal Growth Initiative Scale-II, and Adolescence Ego Identity Crisis Scale to evaluate criterion validity. The final version of the Adolescent Autonomy Questionnaire included 16 items and four subscales: autonomous decision-making, autonomous regulation, autonomous protection, and autonomous problem-solving. The total variance of the cumulative interpretation questionnaire was 62.54%. The CFA results showed that the four-factor model fits the data well: χ2/df = 2.340, CFI = 0.949, RMSEA = 0.042, SRMR = 0.046. Evaluation of the psychometric properties of the Adolescent Autonomy Questionnaire provided support for the reliability and validity of the measure. Thus, it serves as an effective measurement tool for assessing the autonomy of adolescents in China.

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Section: Discussionmentioning

confidence: 99%

Development and Validation of an Autonomy Questionnaire for Chinese Adolescents From the Perspective of Network Culture

Hong

Zheng

et al. 2022

Front. Psychol.

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“…SRL plays a more significant role in online learning environments than in traditional classroom settings. Online contexts tend to demand greater autonomous thinking and action from students due to limited external support [52]. The results of the literature study concluded that SRL plays a positive role in online learning in various educational contexts.…”

Section: Achievement Motivation Srl and Learning Behaviormentioning

confidence: 92%

“…In addition, there are several SRL strategies that have consistently been shown to have a strong influence on achievement, including time management, effort and persistence management, metacognition, and goal setting. Third, motivation and metacognitive processes play an important role in initiating, monitoring, and sustaining self-regulated learning, but their contribution to learning achievement is manifested through action and persistence [52], [53]. In an effort to achieve academic achievement during online learning, both teachers and students need to adapt their teaching and learning.…”

Section: Achievement Motivation Srl and Learning Behaviormentioning

confidence: 99%

“…In an effort to achieve academic achievement during online learning, both teachers and students need to adapt their teaching and learning. Various forms of monitoring, regulation and assessment may have to be considered that reshape learner motivation, where students experience less didactic teaching and are expected to be less dependent on teachers so that ultimately requires students to equip themselves with the various skills needed to become more independent, effective and responsible answer [52].…”

Section: Achievement Motivation Srl and Learning Behaviormentioning

confidence: 99%

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The Effect of Achievement Motivation and Self-Regulated Learning on Student Learning Behavior in the Time of Online Learning in Indonesia

Hindradjat¹,

Hambali

Atmoko

et al. 2022

Open Access Maced J Med Sci

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BACKGROUND: Self-regulated learning (SRL) and achievement motivation are important variables in students’ learning behavior. AIM: The purpose of this study was to examine the effect of achievement motivation and SRL on the learning behavior of junior high school students in Indonesia during the online learning period. METHODS: The research uses a quantitative approach with a causal associative research design. The research population is junior high school students in grades VII, VIII, and IX from various regions in Indonesia during the online learning period. Research respondents total 2,880 students, who were selected through random sampling technique. Respondent data were collected using a set of questionnaires in the form of a validated achievement motivation scale, SRL, and learning behavior, and processed and analyzed using the path-analysis method. RESULTS: The results of statistical processing show that the correlation coefficient between Achievement Motivation and SRL is 0.432 with a significant relationship and is included in the category of a fairly strong relationship. The correlation coefficient between Achievement Motivation and Learning Behavior is 0.632 with a significant relationship and is included in the category of a strong relationship. The correlation coefficient between SRL and Learning Behavior is 0.675 with a significant relationship and is included in the category of a strong relationship. Based on the Path Analysis Calculation Result Table, the path coefficient value for Achievement Motivation is 0.418 with a positive relationship direction. Simultaneous test results obtained the conclusion that there is an influence between Achievement Motivation and SRL variables on Learning Behavior of 59.8%, while the remaining 40.2% is the influence of other variables not involved in this study. The direct influence of Achievement Motivation on Learning Behavior is 17.5% and the indirect effect through SRL is 8.9%, so that if added up, the total effect is 26.4%. Then, the direct influence of SRL on Learning Behavior is 24.4% and the indirect effect through Achievement Motivation is 8.9% so that if added up, the total effect is 33.4%. CONCLUSION: There is a significant effect between achievement motivation and SRL on student learning behavior simultaneously; there is a significant influence between achievement motivations on student learning behavior partially. There is a significant influence between SRL on Student Learning Behavior partially.

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“…For example, recently, some universities in Japan found that their online learning curricula were inadequately designed to address the needs of all students ( Ismailov and Ono, 2021 ). Due to a limited number of published studies in the region ( McEown and Oga-Baldwin, 2019 ; Ismailov and Ono, 2021 ; Rivers et al, 2021 ), this study contributes to the field by providing more evidence on how a UDL-designed course could address inclusion and diversity issues in online learning curricula.…”

Section: Introductionmentioning

confidence: 99%

Catering to Inclusion and Diversity With Universal Design for Learning in Asynchronous Online Education: A Self-Determination Theory Perspective

Ismailov

Chiu

2022

Front. Psychol.

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The Universal Design for Learning (UDL) guidelines were extensively studied to understand inclusive learning and teaching in higher education. However, to date, there have been few studies that approached UDL-based asynchronous university courses from the needs satisfaction perspective in self-determination theory (SDT). To address this gap, researchers designed and implemented two 15-week asynchronous online courses based on UDL. They then tested their effectiveness with college freshmen (N = 225) by adopting a sequential explanatory mixed method. The study aimed to examine (i) whether asynchronous instruction based on UDL catered to inclusion and diversity across gender and academic background and (ii) whether the instructional design supported learner engagement and needs satisfaction. The findings showed that both male and female students as well as Arts and Sciences students equally engaged in the courses and perceived the needs support from the course design. However, the study also found that although universal design supported autonomy and competence, it nonetheless failed to fully satisfy learners’ relatedness needs. The researchers concluded by discussing empirical and theoretical implications.

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Online Self-Regulated Learning and Achievement in the Era of Change

Cited by 37 publications

References 66 publications

Development and Validation of an Autonomy Questionnaire for Chinese Adolescents From the Perspective of Network Culture

Development and Validation of an Autonomy Questionnaire for Chinese Adolescents From the Perspective of Network Culture

The Effect of Achievement Motivation and Self-Regulated Learning on Student Learning Behavior in the Time of Online Learning in Indonesia

Catering to Inclusion and Diversity With Universal Design for Learning in Asynchronous Online Education: A Self-Determination Theory Perspective

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