ABSTRACT

The purpose of this study was to examine the relationship between motivation profiles and self-regulation in online students and self-regulation as a predictor of affective learning outcomes, depending on students’ motivation profiles. A total of 556 online preservice teachers participated in this study at a university in the United States of America. Cluster analyses yielded three subgroups of motivation: high, average, and low. One-way multivariate analysis of variance revealed that the degree of student self-regulation differed, depending on motivation profiles. In addition, multiple regression showed that for students with high motivation profiles, self-regulation between student and content and between student and instructor related with their affective learning outcomes, but only self-regulation between student and instructor related with affective learning outcomes for students with average and low motivation profiles. Overall, study results revealed that motivation profiles related with the online students’ self-regulation and with their affective learning outcomes as well.

摘要

这项研究的目的是检查在线学生的动机概况和自我调节之间的关系，以及根据学生的动机概况将自我调节作为情感学习成果的预测指标。总共556名在线职前教师在美国的一所大学中参加了这项研究。聚类分析产生了动机的三个子组：高，平均和低。单因素方差的多元分析表明，学生的自我调节程度因动机而异。此外，多元回归分析显示，对于动机倾向较高的学生，学生与内容之间以及学生与导师之间的自我调节与他们的情感学习成果相关，但是对于动机水平中等和低的学生，只有学生和教师之间的自我调节与情感学习成果相关。总体而言，研究结果表明，动机概况与在线学生的自我调节以及他们的情感学习成果有关。