ONLINE SELF-REGULATED LEARNING: THE RELATIONSHIP BETWEEN MOTIVATION AND ACADEMIC ACHIEVEMENT

Abstract

The aim of this study was to assess the correlation between university students' Motivated Strategies for Learning Questionnaire (MSLQ) total scores and sub-factor scores, including "Test Anxiety", "Metacognitive Self-regulation", and "Self-efficacy", as well as their Online Self-Regulated Learning Questionnaire (OSLQ) total scores and sub-factor scores, including "Goal Setting", "Environment Structuring", "Time Management", "Help Seeking", "Task Strategies", and "Self-evaluation", in relation to their academic achievements. The research employed an explanatory correlational design. The participants in the study consisted of 14 undergraduate students attending the Elementary Education program at a university in the southeastern United States. The data were collected using the OSLQ developed by Barnard et al. (2009), the MSLQ developed by Pintrich et al. (1991), and a "Demographic Form". No significant relationship was found between university students' OSLQ total scores and sub-factor scores, MSLQ total scores and sub-factor scores, and their Grade Point Average (GPA).