Motivational belief and self-regulated learning are among the many vital aspects of learning particularly in the recent years after the pandemic Covid-19 hit worldwide and transformed the norm of our education system forever. Majority of educational institutions conduct online classes to adapt and students of all levels feel the burden to familiarize themselves with the new learning method. This quantitative study which was adopted from the framework by Pintrich and De Groot (1990) is performed to investigate the balance of motivation and self-regulated learning in online classes specifically among undergraduates at one Malaysian public university. Questionnaires were sent to 122 respondents of different genders and ages. The data is analyzed using SPSS which revealed a Cronbach analysis of 0.928, thus showing high external reliability for the instrument. Collected data is presented in terms of mean scores to answer the research questions. In general, the result revealed that students' motivation belief which comprises self-efficacy, intrinsic value and test anxiety can directly correlate and have an impact on the ability of students to apply self-regulated learning strategies whether cognitive strategy or self-regulation. Overall mean calculated for self-efficacy is 3.57, intrinsic value is 4.02 and test anxiety is 3.6. Meanwhile, cognitive strategy is 3.825 and self-regulation is 3.58. For further research, since the world will slowly go back to the face-to-face method, we can study how this transition to a physical classroom impacted students’ motivation to continue learning and excel in their studies as compared to online classes.
Adesola, S., A., & Li, Y. (2018). The relationship between self-regulation, self-efficacy, test anxiety and motivation. International Journal of Information and Education Technology, 8(10), 759-763. Retrieved from https://doi.org/10.18178/ijiet.2018.8.10.113
Arumugam, T., & Yunus, A. (2020). E-learning is the future education. News Straits Time. Retrieved from https://www.nst.com.my/news/nation/2020/05/593006/e-learning-future-education
Arifianto, M., & Izzudin, I. (2021). Students’ acceptance of discord as an alternative online learning media. International Journal of Emerging Technologies in Learning (iJET), 16(20), 179-195. Retrieved from https://doi.org/10.3991/ijet.v16i20.22917.
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84 (2), 191-215. Retrieved from https://doi.org/10.1037/0033-295X.84.2.191
Bembenutty, H., McKeachie, W. J., Karabenick, S. A., & Lin, Y. (1998). The relationship between test anxiety and self-regulation on students' motivation and learning. Paper presented at the annual meeting of the American Psychological Society, Washington, DC. Retrieved from https://eric.ed.gov/?id=ED424244
Benmansour, N. (1999). Motivational orientations, self-efficacy, anxiety and strategy use in learning high school mathematics in Morocco. Mediterranean Journal of Educational Studies, 4(1), 1-15.
Biwer, F., Wiradhany, W., Oude Egbrink, M., Hospers, H., Wasenitz, S., Jansen, W., & De Bruin, A. (2021). Changes and adaptations: How university students self-regulate their online learning during the COVID-19 pandemic. Frontiers in psychology, 12, 642593. Retrieved from https://doi.org/10.3389/fpsyg.2021.642593
Bradley, R. L., Browne, B. L., & Kelley, H. M. (2017). Examining the influence of self-efficacy and self-regulation in online learning. College Student Journal, 51(4), 518-530.
Cebi, A., & Guyer, T. (2020). Students’ interaction patterns in different online learning activities and their relationship with motivation, self-regulated learning strategy and learning performance. Education and Information Technologies, 25 (5), 3975–3993. Retrieved from https://doi.org/10.1007/s10639-020-10151-1
Chiu, T. K., Lin, T. J., & Lonka, K. (2021). Motivating online learning: The challenges of COVID-19 and beyond. The Asia-Pacific Education Researcher, 30(3), 187-190. Retrieved from https://doi.org/10.1007/s40299-021-00566-w
De Barba, P. G., Kennedy, G. E., & Ainley, M. D. (2016) The role of students' motivation and participation in predicting performance in a MOOC. Journal of Computer Assisted Learning, 32(3), 218 – 231. Retrieved from https://doi:10.1111/jcal.12130.
Deci, E. L., & Ryan, R.M. (2008). Facilitating optimal motivation and psychological well-being across life’s domains. Canadian Psychology / Psychologie canadienne, 49(1), 14 –23. Retrieved from https://doi.org/10.1037/0708-5591.49.1.14
Eom, S. (2019). The effects of student motivation and self-regulated learning strategies on student's perceived e-learning outcomes and satisfaction. Journal of Higher Education Theory and Practice, 19(7), 29-42. Retrieved from
https://doi.org/10.33423/jhetp.v19i7.2529
Foong, C. C., Bashir Ghouse, N. L., Lye, A. J., Holder, K. A. N. A., Pallath, V., Hong, W. H., Sim, J. H., & Vadivelu, J. (2021). A qualitative study on self-regulated learning among high performing medical students. BMC Medical Education, 21. Retrieved from https://doi.org/10.1186/s12909-021-02712-w
Gustiani, S. (2020), Students’ motivation in online learning during Covid-19 pandemic era: A case study. Holistics Journal, 12(2).
Hartnett, M. (2016). The importance of motivation in online learning. Motivation in Online Education. Springer, Singapore. Retrieved from https://doi.org/10.1007/978-981-10-0700-2_2
Hongsuchon, T., Emary, I. M. M. E., Hariguna, T., & Qhal, E. M. A. (2022). Assessing the Impact of Online-Learning Effectiveness and Benefits in Knowledge Management, the Antecedent of Online-Learning Strategies and Motivations: An Empirical Study. Sustainability, 14, 2570. Retrieved from https://doi.org/10.3390/su14052570
Kuo, Y. C. (2010). Interaction, Internet Self-Efficacy, and Self-Regulated Learning as Predictors of Student Satisfaction in Distance Education Courses [Doctoral dissertation, Utah State University]. All Graduate Theses and Dissertations.
https://digitalcommons.usu.edu/etd/741
Wentzel, K. R. (1999). Social-motivational processes and interpersonal relationships: Implications for understanding motivation at school. Journal of Educational Psychology, 91(1), 76–97.
Kyewski, E., & Kramer, N. C. (2018). To gamify or not to gamify? An experimental field study of the influence of badges on motivation, activity, and performance in an online learning course. Computers & Education, 118(1), 25-37. Retrieved from
https://doi.org/10.1016/j.compedu.2017.11.006.
Kuo, Y. C., Tseng, H., & Kuo, Y. T. (2020). Internet self-efficacy, self-regulation, and student performance: African-american adult students in online learning. International Journal on E-Learning, 19(2), 161-180.
Latifa, I. S. (2016). A description of the uses of metacognitive self regulation and cognitive strategy used with reading comprehension. Proceedings of the Ninth International Conference on Applied Linguistics, 268-272. Retrieved from https://doi.org/10.2991/conaplin-16.2017.60
Marcou, A., & Philippou, G. (2005). Motivational beliefs, self-regulated learning and mathematical problem solving. In H. L. Chick & J. L. Vincent (Eds.), Proceedings of the 29th conference of the International Group for the Psychology of Mathematics Education, 3, 297–304.
Meshram, K., Paladino, A., & Cotronei-Baird, V. S. (2022). Don’t Waste a Crisis: COVID-19 and Marketing Students’ Self-Regulated Learning in the Online Environment. Journal of Marketing Education, 44(2), 285–307. https://doi.org/10.1177/02734753211070561
Ozhan, S. C., & Kocadere, S. A. (2020). The effects of flow, emotional engagement, and motivation on success in a gamified online learning environment. Journal of Educational Computing Research, 57(8), 2006-2031. Retrieved from
https://doi.org/10.1016/j.compedu.2017.11.006.
Pelikan, E. R., Luftenegger, M., Holzer, J., Korlat, S., Spiel, C., & Schober, B. (2021). Learning during COVID-19: the role of self-regulated learning, motivation, and procrastination for perceived competence. Zeitschrift für Erziehungswissenschaft, 24(2), 393-418. Retrieved from https://doi.org/10.1007/s11618-021-01002-x
Pintrich, P. R. (1999). The role of motivation in promoting and sustaining self-regulated learning. International journal of educational research, 31(6), 459-470. Retrieved from https://doi.org/10.1016/S0883-0355(99)00015-4
Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning Components of classroom academic performance. Journal of Educational Psychology, 82(1), 33–40. Retrieved from https://psycnet.apa.org/doi/10.1037/0022-0663.82.1.33
Pokhrel, S., & Chhetri, R. (2021). A literature review on impact of COVID-19 pandemic on teaching and learning. Higher Education for the Future, 8(1), 133-141. Retrieved from https://doi.org/10.1177%2F2347631120983481
Pressley, M., Dolezal, S. E., Raphael, L. M., Mohan, L., Roehrig, A. D., & Bogner, K. (2003). Motivating primary-grade students. New York: Guilford.
Rahmat, N. H. (2018) Educational Psychology: A Tool for Language Research. PEOPLE: International Journal of Social Sciences, Vol 4(2), pp 655-668. Retrieved from http://dx.doi.org/10.20319/pijss.2018.42.655668
Schunk, D. (2005). Self-regulated learning: The educational legacy of Paul R. Pintrich. Educational Psychologist, 40(2), 85-94.
Tan, C. (2020). The impact of COVID-19 on student motivation, community of inquiry and learning performance. Asian Education and Development Studies, 10(2), 308-321. Retrieved from https://doi.org/10.1108/AEDS-05-2020-0084
Turan, Z., Kucuk, S., & Karabey, C. S. (2022). The university students’ self-regulated effort, flexibility and satisfaction in distance education. International Journal of Educational Technology in Higher Education, 19(1). https://doi.org/10.1186/s41239-022-00342-w
Winters, F. I., Greene, J. A., & Costich, C. M. (2008). Self-regulation of learning within computer-based learning environments: A critical analysis. Educational Psychology Review, 20(4), 429–444.
Shee, Y. M., & Sam, T. L. (2022). Online motivation during Covid-19 pandemic: The role of learning environment, student self-efficacy and learner-instructor interaction. Malaysian Journal of Learning & Instruction, 19(2), 213-249. Retrieved from https://doi.org/10.32890/mjli2022.19.2.8
Young, J., & Donovan, W. (2020). Shifting Special Needs Students to Online Learning in the COVID-19 Spring: Challenges for Students, Families, and Teachers. Pioneer Education Policy Brief. Boston: Pioneer Institute for Public Policy Research. Retrieved from https://eric.ed.gov/?id=ED605503
Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81(3), 329–339. Retrieved from
https://doi.org/10.1037/0022-0663.81.3.329.
Zimmerman, B. J. (2002). Becoming a self-regulated learner: an overview. Theory into Practice, 41(2), 64-70. https://doi.org/10.1207/s15430421tip4102_2
Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological development, and future prospects. American Educational Research Journal, 45(1), 166-183.
In-Text Citation: (Ngarisan et al., 2022)
To Cite this Article: Ngarisan, N. S., Harun, N. A. N. H., Bakar, N. F. A., Lehat, M. L., & Sakkanayok, K. (2022). Balancing Motivation and Self- Regulated Learning in Online Classes among Undergraduates. International Journal of Academic Research in Business and Social Sciences, 12(10), 523– 538.
Copyright: © 2022 The Author(s)
Published by Knowledge Words Publications (www.kwpublications.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode
