The Influence Of College Students' Learning Motivation And Beliefs On Learning Engagement And Metacognitive Regulation Strate gies

Chen Hua ()
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Chen Hua: Northeast Petroleum University, China

Social Values & Society (SVS), 2019, vol. 1, issue 2, 01-05

Abstract: In the network learning, the most important element of the learning effect is the learner’s self-regulation learning and learning engagement. So it is a hot research topic to study the influence of network learning motivation of college students on learning engagement and self-regulation learning strategies. In this study, First of all, the current research results of learning motivation were investigated; then, it studies and analyzes the learning engagement, the metacognitive regulation and other concept and the relationship among them; next, general characteristics of learning engagement, metacognitive regulation and other related concepts are studied, and then differences of students from different gender and grade in learning metacognitive regulation and learning engagement and other aspects are compared and analyzed; finally through specific experiment, the relationship among learning motivation and beliefs and learning engagement, metacognitive regulation of university students in blended courses are studied, and the experiment results are carried out the comparative analysis, which verifies the influence of learning motivation on learning engagement and metacognitive regulation. Through the research, we can find that college students’ network learning motivation and beliefs have significant influence on learning engagement and metacognitive regulation strategies. At the same time, the influence exists significant differences in different gender and grade, and motivational regulation plays a partial intermediary role in it.

Keywords: learning beliefs; learning engagement; metacognitive regulation (search for similar items in EconPapers)
Date: 2019
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Persistent link: https://EconPapers.repec.org/RePEc:zib:zbnsvs:v:1:y:2019:i:2:p:01-05

DOI: 10.26480/svs.02.2019.01.05

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