Academic motivation and self-regulation: A comparative analysis of undergraduate and graduate students learning online

By Anthony R. Artino Jr., Jason M. Stephens. Internet and Higher Education, 2009

394 citations recorded by the source corpus.

Subfields: Clinical Psychology, Developmental and Educational Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/da6a7ba2e410cf9578520537fc99dfbab05d24e1

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In Clinical Psychology

In Developmental and Educational Psychology

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Citations in the corpus

The development of academic procrastination in first-year secondary education students: The link with metacognitive self-regulation, self-efficacy, and effort regulation (2018, background): “In order to succeed a high degree of self-regulation is indispensable, whereas in the traditional classroom context a lack of such abilities might be compensated through the guidance of the instructor (Artino & Stephens, 2009).”
Students’ Psychological Perceptions Toward Online Learning Engagement and Outcomes during the COVID-19 Pandemic: A Comparative Analysis of Students in Three Different Countries (2021, background): “Motivation refers to students’ desire to engage and participate in academic activities to achieve their goals (Artino & Stephens, 2009; Clayton et al., 2010; Goh & Kim, 2020).”
A systematic review of research on online teaching and learning from 2009 to 2018 (2020, background): “Researchers found a positive relationship between learner’s self-regulation and interaction (Delen et al., 2014) and self-regulation and communication and collaboration (Barnard et al., 2009).”
A Case Study of Students’ and Teachers’ Perceptions in a Finnish High School during the COVID Pandemic (2020, positive): “Despite of the importance of ongoing support in distance learning settings, students must also be able to regulate their own learning (e.g., Artino & Stephens, 2009), since good self-regulating skills have been connected to motivation and higher school achievement (Wolters, 2003).”
The Effect of Self-regulation Learning Strategies Training on the Academic Motivation and Self-efficacy (2011, background): “Introduction Academic motivation is considered as a powerful factor for students in terms of doing their homework and making them more interested in learning ( Artino & Stephens, 2009).”
Unpacking online learning experiences: Online learning self-efficacy and learning satisfaction (2013, methodology): “Using the independent samples t test, Artino and Stephens (2009) compared undergraduate and graduate students enrolled in several online courses with regard to their academic motivation and self-regulation strategies.”
The Influence of Motivational Regulation Strategies on Online Students’ Behavioral, Emotional, and Cognitive Engagement (2018, background): “In addition, Artino and Stephens (2009) found that graduate students used more self-regulated learning skills than undergraduate students did in online learning.”
Supporting Self-Regulated Learning in Online Learning Environments and MOOCs: A Systematic Review (2018, background): “…in Figure 1 represents the differences in SRL strategies (e.g., graduates reported greater use of critical thinking strategies than undergraduates; Artino & Stephens, 2009), and the arrow labeled C in Figure 1 represents the differences in learning outcomes (e.g., learners with higher prior…”
Perceived satisfaction, perceived usefulness and interactive learning environments as predictors to self-regulation in e-learning environments (2013, background): “…who efficiently control their own learning activities in various ways, including organizing and rehearsing learning content to be learned, monitoring their learning processes, and holding positive motivational beliefs about their capabilities and the value of learning (Artino & Stephens, 2009).”