SELF-REGULATION AND ACADEMIC MOTIVATION AS PREDICTORS OF ACADEMIC ACHIEVEMENT OF UNDERGRADUATE STUDENTS IN AN ONLINE LEARNING ENVIRONMENT

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dc.contributor.advisorNosworthy, Nadia
dc.contributor.authorAlmwalad, Sonia
dc.date.accessioned2024-03-17T08:37:44Z
dc.date.available2024-03-17T08:37:44Z
dc.date.issued2023-11-16
dc.description.abstractThe aim of the study was to determine whether self-regulation and academic motivation are related to undergraduate student academic achievement in an online learning environment. The results showed that participants were moderately self-regulated and academically motivated. Also, there was no link between self-regulation and academic motivation and no gender differences.
dc.format.extent177
dc.identifier.urihttps://hdl.handle.net/20.500.14154/71668
dc.language.isoen_US
dc.publisherAndrews University
dc.subjectAcademic Achievement
dc.subjectAcademic Motivation
dc.subjectE-learning
dc.subjectOnline learning
dc.subjectSelf-regulation
dc.subjectTime management
dc.subjectSelf-reflection
dc.subjectIntrinsic Motivation
dc.subjectHelp-seeking
dc.subjectExtrinsic Motivation
dc.titleSELF-REGULATION AND ACADEMIC MOTIVATION AS PREDICTORS OF ACADEMIC ACHIEVEMENT OF UNDERGRADUATE STUDENTS IN AN ONLINE LEARNING ENVIRONMENT
dc.typeThesis
sdl.degree.departmentEducation and International Services
sdl.degree.disciplineEducational Psychology
sdl.degree.grantorAndrews
sdl.degree.nameDoctor of Philosophy

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