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http://dx.doi.org/10.14352/jkaie.2021.25.1.91

Online Learners' Motivational Regulation Profiles Affecting Cognitive Learning and Learning Engagement  

Yun, Heoncheol (Chonnam National University)
Oh, Suna (Gwangju University)
Publication Information
Journal of The Korean Association of Information Education / v.25, no.1, 2021 , pp. 91-101 More about this Journal
Abstract
The purpose of this study was to investigate online learners' clustering profiles according to the use of eight motivational regulation strategies, developed by Schwinger, Steinmayr, and Spinath(2009) and differences in the use of cognitive learning strategies and learning engagement between their clusters. Data were collected from 139 students enrolled in two 4-year public and private universities in a metropolitan city. Through cluster analysis for motivational regulation profiles, three clusters(cluster 1: high profile motivational regulation group, cluster 2: medium profile motivational regulation group, cluster 3: low profile motivational regulation group) were presented. In addition, the results of multivariate analysis of variance(MANOVA) indicated that there were statistically significant differences in the use of cognitive learning strategies(rehearsal, elaboration, organization, and critical thinking) and three types of learning engagement(behavioral, emotional, and cognitive engagement). The post hoc tests showed that the high profile motivational regulation group most actively used cognitive learning strategies and was most engaged in learning than any other motivational regulation groups. This study provides crucial insight in designing appropriate instruction and learning support for enhancing learners' motivational regulation.
Keywords
Online Learning; Motivational Regulation Strategies; Cognitive Learning; Learning Engagement; Cluster Analysis;
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