Abstract

Engagement and motivation are not one and the same, but motivation can be transformed into engagement with proper design of support. In this study, we examined the differences between high performers and low performers with regard to changes in their motivation, regulation, and engagement throughout the semester. Participants were 100 students enrolled in online self-paced asynchronous mathematics courses offered at a virtual high school in the United States. A survey was administered to participants at three times throughout the semester. Data were analyzed using repeated measures MANOVAs. Overall, high performers and low performers differed with regard to their changes in motivation and regulation throughout the course, specifically, in self-efficacy and effort regulation. The study findings offer implications for teaching and research on creating potentially effective support for virtual learning.

Citation

Kim, C., Park, S.W., Cozart, J. & Lee, H. From Motivation to Engagement: The Role of Effort Regulation of Virtual High School Students in Mathematics Courses. Journal of Educational Technology & Society, 18(4), 261-272. Retrieved March 22, 2023 from https://www.learntechlib.org/p/175164/.

This record was imported from ERIC on February 24, 2017. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords

• Anxiety
• Comparative Analysis
• educational technology
• High Achievement
• High School Students
• learner engagement
• learning strategies
• Low Achievement
• Mathematics Instruction
• metacognition
• multivariate analysis
• online courses
• Psychological Patterns
• Questionnaires
• Secondary School Mathematics
• Self Control
• Self Efficacy
• Statistical Analysis
• student attitudes
• student motivation
• Student Surveys
• Values
• Virtual Classrooms