Motivation For Learning In Virtual Environments, Online Self-Regulated Learning, And Writing Performance Of OMSC Students
DOI:
https://doi.org/10.51601/ijersc.v3i2.329Abstract
This study aimed to assess students’ independent study strategies by looking through their motivation for learning in
virtual environments, online self-regulated learning, and writing performance. A descriptive-correlation and predictive
method of research were used in this study. Respondents of the study were 150 first year college students who were
enrolled in the online classes of the course, Purposive Communication and were identified using proportional random
sampling. Several instruments were used by the researcher including the survey questionnaires about motivation and
online self-regulated learning as well as the students’ online writing outputs in Purposive Communication. Students’
writing performance was measured using an adapted rubric. Results of the study revealed that college students have high
level of motivation for learning in virtual environment in terms of autonomous and controlled while low in terms of
demotivation. Overall, the college students have high level of online self-regulated learning. Moreover, college students
have high level of performance in writing as to the content, organization, vocabulary and style while moderate in terms
of grammar and mechanics. Findings also revealed that there is significant relationship between motivation for learning
in virtual environments and online self-regulated learning, between motivation for learning in virtual environments and
writing performance, and between online self-regulated learning and writing performance. Moreover, results yield that
controlled motivation predicts online self-regulated learning, autonomous motivation predicts wiring performance as
well as persistence. This study concluded that the higher the motivation and online self-regulated learning, the higher the
writing performance of the students.
Downloads
References
Anene, G. U. (2005). Home environment and the academic performance of a child, Journal of Home
Economics Research, 6(1): 99-100.
Anthony, L. (2020). The Importance of Goal Setting As a Time Management Tool.
https://smallbusiness.chron.com/importance-goal-setting-time-management-tool-2510.html
Ayub, N. (2010). Effect of intrinsic and extrinsic motivation on academic performance. In K. College of
Business Management (Ed.), Pakistan Business Review.
http://www.jobm.edu.pk/PBR/PBR1007363The%20Effect%20of%20Intrinsic%20a
nd%20Extrinsic%Motivation%20revise.pdf.
Beluce & Oliveira. (2016). Scale of Motivation for Learning in Virtual Environments.
https://www.scielo.br/scielo.php?pid=S141324782016000300593&script=sci_arttext&tlng=en .
Bloom, M. (2013). Self-regulated learning: Goal setting and self-monitoring. Jalt Publication. https://jaltpublications.org/files/pdf-article/37.4tlt_art2.pdf
Boekaerts, M. &. (2010). How far have we moved toward the integration of theory?
https://www.researchgate.net/publication/227279167_How_Far_Have_We_Moved_Toward_the_Integration_o
f_Theory_and_Practice_in_Self-Regulation
Brak, L. B., Lan, W. Y., & Paton, V. O. (2010). Profiles in Self-Regulated Learning in the Online.
International Review of Research in Open and Distributed Learning.
https://files.eric.ed.gov/fulltext/EJ881578.pdf
Butler, D., & Winne, P. (1995). Feedback and Self-Regulated Learning: A Theoretical
Synthesis. http://www.jstor.org/stable/1170684
Cahyono, B., & Rahayu, T. (2020). EFL Students' Motivation in Writing, Writing Proficiency, and Gender.
http://dx.doi.org/10.15639/teflinjournal.v31i2/162-180
Carolan, F., & Kyppö, A. (2015). Teaching process writing in an online environment.
http://doi:10.14705/rpnet.2015.000285
Chambers, G. N. (1993). Talking the ‘de’ out of demotivation. Language Learning Journal. 7: 13-16.
https://www.tandfonline.com/doi/abs/10.1080/09571739385200051
Chin, B. A. (2000). The Role of Grammar in Improving Students’ Writing.
https://people.uwplatt.edu/~ciesield/graminwriting.htm
Collins, N. (2009). Motivation and Self-Regulated Learning: Theory, Research, and Applications by Dale
Schunk and Barry Zimmerman. The Journal of Higher Education. http://www.jstor.com/stable/25511125
Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and selfdetermination of behavior. Psychological Inquiry: An International Journal for the Advancement of
Psychological Theory, 11(4), 227-268. https://doi:10.1207/S15327965PLI1104_01
Deci, E., & Ryan, R. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective:
Definitions, theory, practices, and future directions. https://doi.org/10.1016/j. cedpsych.2020.101860
International Journal of Educational Research & Social Sciences ISSN: 2774-5406
Domantay, M., & Ramos, L. (2018). English Writing Performance of Grade 11 Students. Journal of Advanced
Studies. https://psurj.org/wp-content/uploads/2018/12/JAS-002.pdf
Du Bois, N., & Staley, R. (1997). A Self-Regulated Learning Approach to Teaching Educational
Psychology. Educational Psychology Review, 9(2), 171-197. http://www.jstor.org/stable/23359452
Erdosy, M. (2004). Exploring Variability in Judging Writing Ability in a Second Language: A Study of Four
Experienced Raters of ESL Compositions. Educational Testing Service. Published.
https://www.ets.org/Media/Research/pdf/RR-03-17.pdf
Evans, A. W., McKenna, C., & Oliver, M. (2002). Self-assessment in medical practice. Journal of the Royal
Society of Medicine. https://journals.sagepub.com/doi/pdf/10.1177/014107680209501013
Falout, J., Elwood J, & Hood, M. (2009). Demotivation: Affective states and learning
outcomes.https://www.researchgate.net/publication/223540639_Demotivation_Affective_states_and_learning_
outcomes
Farsani, M. (2014). Self--‐Regulated Learning, Goal--‐Oriented Learning, and Academic Writing Performance
of Undergraduate Iranian EFL Learners. https://www.researchgate.net/publication/270684961
Gijbels, D., Vanthournout, G., Coertjens, L., & Donche, V. (2012). Students’ Persistence and Academic
Success in a First-Year Professional Bachelor Program: The Influence of Students’ Learning Strategies and
Academic Motivation. Education Research International. Published. https://doi.org/10.1155/2012/152747
Graham, S., Harris, K. R., & Mason, L. (2005). Improving the writing performance, knowledge, and selfefficacy of struggling young writers: The effects of self-regulated strategy development. Contemporary
Educational Psychology, 30(2), 207–241. https://eric.ed.gov/?id=EJ697805
Grami, G. M. A. (2010). The Effects of Integrating Peer Feedback into University-Level ESL Writing
Curriculum: A Comparative Study in a Saudi Context (Unpublished doctoral dissertation). Newcastle
University, https://theses.ncl.ac.uk/dspace/bitstream/10443/933/1/grami_
Greene, J. A., & Azevedo, R. (2007). A Theoretical Review of Winne and Hadwin’s Model of Self-Regulated
Learning: New Perspectives and Directions. Sage Journals, 334-372.
https://journals.sagepub.com/doi/abs/10.3102/003465430303953
Hagger, M., Hardcastle, S., Chater, A., Mallett, C., Pal, S., & Chatzisarantis, a. N. (2014). Autonomous and
controlled motivational regulations for multiple health-related behaviors: between- and within-participants
analyses. US National Library of Medicine, 565–601.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4346087/
Hamid, R. (2017). Improving the Students’ Reading Comprehension Through Three Minute Pause Strategy.
Exposure Jurnal Pendidikan Bahasa Dan Sastra Inggris.
Published. https://doi.org/10.26618/exposure.v6i1.1067
Hanan, K., & Ebner, M. (2014). MOOCs Completion Rates and Possible Methods to Improve Retention - A
LiteratureReview.
https://www.researchgate.net/publication/263348990_MOOCs_Completion_Rates_and_Possible_Methods_to
_Improve_Retention_-_A_Literature_Review
Harmer, J. (2007). How to Teach Writing. Malaysia: Pearson Education Limited.
https://www.academia.edu/34720971/How_to_Teach_English_2nd_Edition_Jeremy_Harmer_PDF
Harris, K. R., Reid, R. R., & Graham, S. (2004). Self-Regulation among Students with LD and ADHD. In B.
Y. L. Wong (Ed.), Learning about learning disabilities (p. 167–195). Elsevier Academic Press.
https://doi.org/10.1016/B978-012762533-1/50008-
Hartnett, M. (2019). Motivation in distance education. Handbook of Distance Education, 145–157.
https://www.researchgate.net/publication/331887842_Motivation_in_distance_education
Heikkila, A., & Lonka, K. (2006). Studying in higher education: Students' approaches to learning, selfregulation, and cognitive strategies. http://dx.doi.org/10.1080/03075070500392433
Hellsten, L. (2012). What Do We Know About Time Management? A Review of the Literature and a
Psychometric Critique of Instruments Assessing Time Management. Time Management. Prof. Todor Stoilov
(Ed.), InTech. Published. https://doi.org/10.5772/37248
Hendrix, E. (2019). How your surroundings affect the way you study. https://www.ucas.com/connect//howyour-surroundings-affect-way-you-study
Hidi, S., & Anderson, V. (1992). Situational interest and its impact on reading and expository writing. In K. A.
Renninger, S. Hidi, & A. Krapp (Eds.), The role of interest in learning and development (pp. 215–238).
Hillsdale, NJ: Lawrence Erlbaum. https://psycnet.apa.org/record/1992-97926-009
International Journal of Educational Research & Social Sciences ISSN: 2774-5406
Holder, B. (2007). An investigation of hope, academics, environment, and motivation as predictors of
persistence in higher education online programs. The Internet and Higher Education, 10, 245-260.
doi:10.1016/j.iheduc.2007.08.002
Huang, C.(2007). Why Do University Students want to learn English? Master Thesis, Providence University.
Hyland, K. (2003). Second language writing. London: Cambridge University Press.
https://www.cambridge.org/core/books/second-language-writing/B55667B789336DF8690E651E5111E6A4
Jansen, R., Leeuwen, A., Janssen, J., & Kester, L. (2016). Validation of the self-regulated online learning
questionnaire. Journal of Computing in Higher Education. Published. https://doi.org/10.1007/s12528-016-
-x
Karbalei, A. (2011). Metacognition and Reading Comprehension.
http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S0123-34322011000200001
Khouya, Y.B. (2018). Students Demotivating Factors in the EFL classroom: The Case of
Morocco.https://www.researchgate.net/publication/324781419_Students_Demotivating_Factors_in_the_EFL_
classroom_The_Case_of_Morocco
Krishnamurthi, M. (2010). Enhancing Student –Teacher Interactions in Internet-based Courses. http://olcwordpress-assets.s3.amazonaws.com/uploads/private/jaln_article/olj-article-16-4-7.pdf
Littlejohn, A., Hood, N., Milligan, C., & Mustain, P. (2016). Learning in MOOCs, motivation and
selfregulated learning. The Internet and Higher Education 29, 40-48. DOI:
http://dx.doi.org/10.1016/j.iheduc.2015.12.003
Lucas, B. (2006). Bringing e-learning home: An experiment in embedding e-learning using departmental
elearning advocates. In Proceedings of the 23rd Annual Ascilite Conference: Who’s Learning? Whose
technology? The University of Sydney, 2006. pp. 479-82. http://www.ascilite.org.au/conferen ces/
sydney06/proceeding/pdfpapers/p101.pdf
MacIntyre, R. (2007). Revision of a criterion-referenced rating scale used to assess academic writing. Studies
in Linguistics and Language Teaching.
Macintyre, R. (2007). Revision of a criterion-referenced rating scale used to assess academic writing. Semantic
Scholar. Published. https://www.semanticscholar.org/paper/Revision-of-a-criterion-referenced-rating-scale-toMacintyre/4f0b0bc28f1c0a9da605e1fecded5b795cd30a51
Mila Sari, I., & Trias, M. (2021). Time Management During Covid-19 Pandemic. Proceedings of the 6th UPI
International Conference on TVET 2020 (TVET 2020). Published. https://www.atlantispress.com/proceedings/tvet-20/125952246
Nasrullah, S., & Khan, M. (2015). The Impact of Time Management on the Students’ Academic
Achievements. Journal of Literature, Languages and Linguistics, 11, 66–71.
https://www.researchgate.net/publication/313768789_The_Impact_of_Time_Management_on_the_Students’_
Academic_Achievements
Nell, A. &. (2020). Student Motivation During COVID 19 Pandemic. University of Colorado Boulder.
Ng, J., Ntoumanis, C, T.-N., EL, D., RM, R., JL, D., & GC, W. (2012). Self-Determination Theory Applied to
Health Contexts: A Meta-Analysis.
http://selfdeterminationtheory.org/SDT/documents/2012_NgNtoumanis_PS.pdf
Nicolas, J. A. T. (2019). A Learning Module in Purposive Communication. Occidental Mindoro State College.
Oroujlou, N., & Vahedi, M. (2011). Motivation, attitude, and language learning. Procedia - Social and
Behavioral Sciences. Published. https://core.ac.uk/download/pdf/81147309.pdf
Paris, A., & Paris, S. (2001). Classroom Applications of Research on Self-Regulated Learning SELFREGULATED LEARNING PARIS AN. EDUCATIONAL PSYCHOLOGIST. Published.
http://sohs.pbs.uam.es/webjesus/motiv_ev_autorr/lects%20extranjeras/autorregulacion.pdf
Pardo, A., Han, F., & Ellis, R. A. (2016). Combining university student self-regulated learning indicators and
engagement with online learning events to predict academic performance. IEEE Transactions on Learning
Technologies. DOI: 10.1109/TLT.2016.2639508
Radia Hamid, M. B. (2017). Improving the Students’ Reading Comprehension Through Three Minute Pause
Strategy. Exposure Journal
https://www.researchgate.net/publication/322394554_IMPROVING_THE_STUDENTS'_READING_COMP
REHENSION_THROUGH_THREE_MINUTE_PAUSE_STRATEGY
International Journal of Educational Research & Social Sciences ISSN: 2774-5406
Rajaram, S. (2009). Application of E-Learning in Creative Writing. DESIDOC Journal of Library &
Information Technology,
pp. 31-36. http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.948.8499&rep=rep1&type=pdf
Roper, A. (2007, January 1). How Students Develop Online Learning Skills. EDUCAUSE.
https://er.educause.edu/articles/2007/1/how-students-develop-online-learning-skills
Shuy, T. (2010). Self-Regulated Learning. The Teaching Excellence in Adult Literacy.
https://lincs.ed.gov/sites/default/files/3_TEAL_Self%20Reg%20Learning.pdf
Stuart, D. (2017). Writing in the 21ST Century. DaveStuartJr. https://davestuartjr.com/writing-twenty-firstcentury/
Sunar, A.Y., Abbasi, R., Davis, H., White, S. Aljohani, N. (2017). Modelling MOOC learners' social
behaviours.
https://www.researchgate.net/publication/329619338_Modelling_MOOC_learners'_social_behaviours
Surastina, S. & Dedi, F. (2018). Examining Academic Writing Motivation of Prospective Indonesian Language
Teachers Using Exploratory Factor Analysis. http://dx.doi.org/10.12973/iji.2018.1122a
Taplin, M., Jessie, C., & Chan, M. (2001). Help-Seeking strategies used by High-Achieving and LowAchieving distance education students. International Journal of E-Learning and Distance Education, 16,
Teng, L. & Zhang, L. (2018). Effects of motivational regulation strategies on writing performance: a mediation
model of self-regulated learning of writing in English as a second/foreign language.
https://link.springer.com/article/10.1007/s11409-017-9171-4
Thanasoulas, D. (2019, February 14). Student Demotivation. https://teachnews.gr/pyxologiasymvouleftikh/item/70-student-demotivation
Troia, G. A., Harbaugh, A. G., Shankland, R. K., Wolbers, K. A., & Lawrence, A. (2013). Relationships
between writing motivation, writing activity,and writing performance: effects of grade, sex, and ability.
Reading and Writing: An Interdisciplinary Journal, 17-44.
https://libres.uncg.edu/ir/asu/f/Shankland_2013_Relationships_motivations.X.pdf
Tumapon, T. (2020). Education and the ‘new normal’. The Manila Times.
https://www.manilatimes.net/2020/06/04/campus-press/education-and-the-new-normal/729288/
UNESCO. (2020, October). COVID-19 Impact on Education. WWW.UNESCO.ORG:
https://en.unesco.org/covid19/educationresponse
Vargas, A.R., Macias, A., Soto, K., Lopez, Y., Gutierrez, T. (2020). The Impact of Environmental Factors on
Academic Performance of University Students Taking Online Classes during the COVID-19 Pandemic in
Mexico. Sustainability. https://www.mdpi.com/2071-1050/12/21/9194
Vilkova, K., Shcheglova, I. Deconstructing self-regulated learning in MOOCs: In search of help-seeking
mechanisms. Educ Inf Technol (2020). https://doi.org/10.1007/s10639-020-10244-x
Walker, C. (2008). Bridging to new possibilities: A case study of the influence of a bridging education
programme. Auckland University of Technology. Published. https://core.ac.uk/download/pdf/56361249.pdf
Wang, J., Tsai, K. C., Chu, S., Lei, C, Chio, I., & Lee, H. (2015). A Study of Learning Pressure, Learning
Attitudes, and Achievement among Macau Undergraduates. Canadian Social Science, 11(9), 1-5.
http://www.cscanada.net/index.php/css/article/view/7488
Winne P. H., Hadwin A. F. (1998). “Studying as self-regulated engagement in learning,” in Metacognition in
Educational Theory and Practice eds Hacker D., Dunlosky J., Graesser A. (Hillsdale, NJ: Erlbaum;) 277–304.
Xie, K., Durrington, V., & Yen, L. L. (2011). Relationship between students’ motivation and their participation
in asynchronous online discussions. Merlot: Journal of Online Teaching and Learning, 7(1), 17-29.
Participation_in_Asynchronous_Online_Discussions
Yancy, K.B. (2017). Writing in the 21st Century: A Report from the National Council of Teachers of
English. National Council of Teachers of English. http://literacy.wonecks.net/2009/03/16/writing-in-the-21stcentury-a-report-from-the-national-council-of-teachers-of-english/
Zimmerman, B. J. 2000. “Attaining self‐regulation: a social cognitive perspective”. In Handbook of self‐
regulation, Edited by: Boekaerts, M., Pintrich, P. and Zeitner, M. San Diego, CA: Academic Press.
Zyngier, D. &. (2012). How Motivation Influences Student Engagement: A Qualitative Case Study . Journal of
Education and Learning. https://files.eric.ed.gov/fulltext/EJ1081372.pdf
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 International Journal of Educational Research & Social Sciences
This work is licensed under a Creative Commons Attribution 4.0 International License.
