| This study examined how students' perceptions of locus of control, self-regulation, and motivation were related in an online learning environment. The participants were 73 preservice teachers enrolled in two online technology courses. Near the end of their online course, the participants completed Brown's Locus of Control Scale (BLOCS), the Online Self-regulated Learning Questionnaire (OSLQ), and Keller's Instructional Materials Motivation Survey (IMMS). No significant relationship was found between locus of control and self-regulation or between locus of control and motivation. There was a significant relationship between self-regulation and motivation. The self-regulation subscales of task strategies and time management were significantly correlated with all the motivation subscales (attention, relevance, confidence, and satisfaction). Goal setting was significantly correlated with all but the attention motivation subscale. This study provides further evidence of the important relationship between engaging in self-regulation activities and positive attitudes towards online learning. |
