Relationship Model among Learning Environment, Learning Motivation, and Self-Regulated Learning

Abstract

This study applies social capital theory, motivation theory, and systems theories to examine the role of the learning environment and motivation in learning to encourage self-regulation in learning especially effort regulation. This study examines the relationship among learning environment (i.e., student cohesiveness, teacher support, involvement, investigation, task orientation, cooperation, and equity), learning motivation (i.e., learning goal orientation, task value, and self-efficacy), and self-regulated learning in effort regulation. This study also examines the mediating role of learning motivation on relation between learning environment and self-regulation in learning effort. Respondents were 307 students of undergraduate program on business, management, and economics in Yogyakarta and Bandung, Indonesia. Self-report questionnaires were administered to respondents during their regular class periods. Results revealed that students' perception of learning environment on all dimensions were significantly related to learning motivation and self-regulation in effort regulation. Students' perception of learning environment especially task orientation dimension was significantly influenced on three dimensions of learning motivation. The result of this study also indicated that learning goal orientation and self-efficacy are the mediating variables in the relationship model. These results supported many of the hypothesized relationships. Further explanations are discussed regarding both the expected and unexpected outcomes.

The Influence of Academic Stress on College Students' Learning Motivation: The Mediating Role of Academic Environment Satisfaction and the Moderating Role of Learning Adaptability

“…Meanwhile, the academic environment plays a key role in students' motivation and well-being (Baldwin et al, 2012;Black & Deci, 2000). Further research showed that the educational environment directly contributes to the learning motivation and certainty of career choice (Ariani, 2017). In addition, the educational environment affected undergraduates' attitudes toward their majors, stimulated their interest in exploring future careers, and thus affected their learning motivation (Mahendran et al, 2015).…”

Mediation Effect of Motivation on Learning Achievement

“…Task orientation emphasizes students' accessibility to opportunities for personal development and self-improvement. To encourage students who control themselves, educators must first implement strategies that can increase students' motivation towards business, management, and economic learning (Ariani, 2017).…”

Features of formation of motivation for online learning of students of pedagogical specialties

“…The relationship between the learning environment (student cohesion, teacher support, involvement, research, task orientation, cooperation and fairness), motivation to learn (focus on learning goals, task value and self-efficacy) and selfregulation during independent learning activities are given in [8]. As noted by D. Ariani [8], motivation to learn is a mediator in the relationship between the learning environment and self-regulation during self-education.…”

“…A review of scientific and pedagogical literature makes it possible to identify works, in which pedagogical principles of professional motivation of future teachers in traditional learning [2][3][4] mechanisms and methodological and practical aspects of developing students' motivation for distance learning and blended learning are theoretically substantiated and experimentally tested [5][6][7]. The relationship between the learning environment (student cohesion, teacher support, involvement, research, task orientation, cooperation and fairness), motivation to learn (focus on learning goals, task value and self-efficacy) and selfregulation during independent learning activities are given in [8]. As noted by D. Ariani [8], motivation to learn is a mediator in the relationship between the learning environment and self-regulation during self-education.…”