The Impact and Gender Difference of Learning Motivation and Self-Regulation on Academic Performance in Online Learning Environment

Tao Wu, Maiga Chang
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引用次数: 1

Abstract

This study investigates the mutual influence among the different components of learning motivation, self-regulation, and Gender as well as their effect on the academic performance. The data is collected from 301 undergraduates enrolled accounting major. The results indicate that test anxiety has negative influence on academic performance and the use of cognitive strategies is a mediating factor between motivation and self-regulation strategies. Gender difference does exist in students' test anxiety but there is no evidence showing that this gender difference causes any differences in their academic achievements.
网络学习环境下学习动机和自我调节对学业成绩的影响及性别差异
本研究旨在探讨学习动机、自我调节和性别三者之间的相互影响及其对学业成绩的影响。数据收集自301名会计专业本科生。结果表明,考试焦虑对学业成绩有负向影响,认知策略的使用是动机与自我调节策略之间的中介因素。学生的考试焦虑确实存在性别差异,但没有证据表明这种性别差异会导致学业成绩的差异。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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