The Effect Of College Students’ Online Motivational Beliefs On Engagement And Metacognitive Regualtion:the Mediation Effects Of Motivational Regualtion

In online learning environments, students’self-regulated learning and engagement are the most important factors that have impacts on learning. Accroding to self-regulated learning model of social cognitivism. Learner’motivational regulation is an important part of self-regulated learning; And under the expectancy-value theory, the motivational factor is one of the most important factors that can determine one’s achievement choice. Reviewing the previous studies, we can find that when exploring the self-regulated learing mechanisms in online learning environments, they tended to ignore the important role of motivational regulation. And when they explored the factors influencing learning engagement, the motive factors from self-regulated learning model are almost overlooked.This study based on these two theory mentioned above, using qusetionaire to investigate381students who participated in blended classroom in Central China Nomal University. We want to figure out the relationship among college students’task value, self-efficacy, motivational regulation, metacognitve regulation and learning engagement. The concluion of this study follows.(1)In blended course, when studying online, students can perceive high level of task value, self-efficacy, learning engagement, metacognitive regulation and motivational reuglation, and the mean socores of all five variables were higher than the marginal value4.(2)In the online class of blended course, students show a different using perferences for six motivational regualtion strategies. Students use regulation of mastery goals most frequently, followed by regulation of value, environmental structuring, regulation of performance goals. And compared to these four strategies, the rest of them-self-consequating and regulation of situational interest are used lest frequently.(3)As to motivational regualtion, compared with boys, girls shows a higher level of motivational regulation, which embodied in four strategies:regulation of performance goals, regulation of mastery goals, regulation of value and envionment structuring. When it comes to engagement and metacognitive regulaion, no significant difference was found between boys and girls.(5)In terms of motivational regulation, matacognitive regulation and learning engagement, no significant difference was found among different grades.(6)In online learning environment, students’self-efficacy, task value, motivational regulation, metacognitive regulation and engagement all are corraled with each other.(7)When studying online, students’motivational regulation have a complete mediating effect on relation between motivational belief(self-efficacy and task value) and learning engagement.(8) When studying online, students’ motivational regulation play a partial mediating role between motivational belief and learning engagement.