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The Relationship between Motivation and Self-regulation Strategies in Online Learning

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외국어교육연구소 (Institute of Foreign Language Education)|2020.08|외국어교육연구 (Studies in Foreign Language Education)|제34권 제3호|pp. 229-248|DOI 10.16933/sfle.2020.34.3.229

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키워드

self-regulationonline learning외적 동기내적동기intrinsic motivationextrinsic motivation자기 규칙화 전략

초록

This study aims to investigate how students perceive both intrinsic, and extrinsic motivation, as well as meta-cognitive self-regulation strategies. It also seeks to explore the relationship between said motivations and self-regulation. In order to achieve these goals, a total of 198 students majoring in English Language at a cyber university in Seoul were survyved. The participants consist of freshmen to seniors. The survey consisted of 20 qustions from The Motivated Strategies for Learning Questionnaire (MSLQ): intrinsic motivation (4 items), extrinsic motivation (4 items), and meta-cognitive self-regulation strategies (12 items). The results of the survey were revealed that intrinsic motivation was ranked highest of the three. In second place was extrinsic motivation. Meta-cognitive self-regulation strategies were of least importance according to the surveys collected. Additionally, this study found a correlation between intrinsic motivation and meta-cognitive self-regulation strategies in online learning. Based on these results, this study suggests that teachers should encourage in the stimulation of their intrinsic motivation and also help them to adopt the habit of incorporating meta-cognitive self-regulation strategies into their online learning. Finally, intrinsic motivation and meta-cognitive self-regulation strategies can be the positive factors to in lowering the dropout rate of students in cyber universities.

Abstract

This study aims to investigate how students perceive both intrinsic, and extrinsic motivation, as well as meta-cognitive self-regulation strategies. It also seeks to explore the relationship between said motivations and self-regulation. In order to achieve these goals, a total of 198 students majoring in English Language at a cyber university in Seoul were survyved. The participants consist of freshmen to seniors. The survey consisted of 20 qustions from The Motivated Strategies for Learning Questionnaire (MSLQ): intrinsic motivation (4 items), extrinsic motivation (4 items), and meta-cognitive self-regulation strategies (12 items). The results of the survey were revealed that intrinsic motivation was ranked highest of the three. In second place was extrinsic motivation. Meta-cognitive self-regulation strategies were of least importance according to the surveys collected. Additionally, this study found a correlation between intrinsic motivation and meta-cognitive self-regulation strategies in online learning. Based on these results, this study suggests that teachers should encourage in the stimulation of their intrinsic motivation and also help them to adopt the habit of incorporating meta-cognitive self-regulation strategies into their online learning. Finally, intrinsic motivation and meta-cognitive self-regulation strategies can be the positive factors to in lowering the dropout rate of students in cyber universities.

참고문헌 (27)

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