International Association of Educators   |  ISSN: 1949-4270   |  e-ISSN: 1949-4289
Educational Policy Analysis and Strategic Research
International Association of Educators

Original article | Educational Policy Analysis and Strategic Research 2022, Vol. 17(4) 164-181

Factors Affecting General and Online Academic Achievement of University Students: Online Self-Regulated Learning, Online Self-Efficacy, and Motivation Scores

Barış Çeti̇n

pp. 164 - 181   |  DOI: https://doi.org/10.29329/epasr.2022.478.8   |  Manu. Number: MANU-2207-27-0002.R1

Published online: December 05, 2022  |   Number of Views: 113  |  Number of Download: 334

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Abstract

This study aims to determine whether university students' levels of online self-regulated learning, online technologies self-efficacy, and motivated strategies for learning predict their general academic achievement and online academic achievement. In this study, the scanning design and the prediction research design were used. The participants of this research consisted of 55 undergraduate students studying in different departments of a university in Western Canada. The data were collected with “Online Technologies Self-Efficacy Scale (OTSES)” developed by Barnard et al., (2009); “Motivated Strategies for Learning Questionnaire (MSLQ)” developed by Pintrich et al., (1991); “Online Self-regulated Learning Questionnaire (OSLQ)” developed by Miltiadou and Yu (2000); and “demographic form”. This study did not determine a significant relationship between university students' total scores of OSLQ, OTSES, MSLQ, and their GPAs. Instead, the study found that university students' total scores of OSLQ, OTSES, MSLQ did not significantly predict their GPAs and online GPAs.

Keywords: Online Self-Regulated Learning, Online Self-Efficacy, Motivation, GPA, Online Academic Achievement, University Students

How to Cite this Article?

APA 6th edition
Ceti̇n, B. (2022). Factors Affecting General and Online Academic Achievement of University Students: Online Self-Regulated Learning, Online Self-Efficacy, and Motivation Scores . Educational Policy Analysis and Strategic Research, 17(4), 164-181. doi: 10.29329/epasr.2022.478.8

Harvard
Ceti̇n, B. (2022). Factors Affecting General and Online Academic Achievement of University Students: Online Self-Regulated Learning, Online Self-Efficacy, and Motivation Scores . Educational Policy Analysis and Strategic Research, 17(4), pp. 164-181.

Chicago 16th edition
Ceti̇n, Baris (2022). "Factors Affecting General and Online Academic Achievement of University Students: Online Self-Regulated Learning, Online Self-Efficacy, and Motivation Scores ". Educational Policy Analysis and Strategic Research 17 (4):164-181. doi:10.29329/epasr.2022.478.8.
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