Training Motivational Regulation Skills Through Virtual Avatars in Online Learning

Park, Sanghoon; Lim, Jung Hyun

doi:10.1007/978-3-030-37254-5_19

Cited by 1 publication

(1 citation statement)

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“…A promising approach for promoting motivational regulation strategies is, in particular, virtual avatar-provided scaffolding in which virtual avatars (i.e., pedagogical agents) encourage online students to initiate their motivational needs and to use specific motivational regulation strategies. Several studies have already provided support for the great effectiveness of those virtual avatar trainings (e.g., Park, 2015;Park & Lim, 2020). In addition, the most striking result of this research was the interaction of academic self-concept with interest enhancement in predicting university students' self-reported use of elaboration indicating that a more positive academic self-concept and a higher perceived interest enhancement determine university students' use of elaboration strategies.…”

Section: Discussionmentioning

confidence: 51%

Motivational regulation strategies, academic self-concept, and cognitive learning strategies of university students: does academic self-concept play an interactive role?

Lohbeck

Moschner

2021

Eur J Psychol Educ

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The present study aimed to examine the specific relations between five motivational regulation strategies (i.e., interest enhancement, environmental control, self-consequating, performance self-talk, mastery self-talk), academic self-concept, and three cognitive learning strategies (i.e., organization, elaboration, rehearsal) of 415 university students. A total of n = 238 students were in the first year of their university program, while n = 178 students were in the mid-term of their university program. Results of correlation analysis revealed that all five motivational regulation strategies were positively related to the three cognitive learning strategies. In contrast, regression analysis showed that organization was only significantly linked to interest enhancement, self-consequating, and performance self-talk, while elaboration was only significantly linked to self-consequating, and rehearsal was only significantly linked to interest enhancement and performance self-talk. Academic self-concept proved to interact with interest enhancement in predicting elaboration. Furthermore, the measurement separability of the three constructs (i.e., motivational regulation strategies, academic self-concept, cognitive learning strategies) and measurement invariance across sample for the five motivational regulation strategies were also supported.

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Section: Discussionmentioning

confidence: 51%