The Effect Of The College Students’ Motivational Beliefs And Self-regulation Strategies On Achievements

The universities are carrying out online education and blended education. At the same time, studies about online and blended education continue to increase. According to previous studies on the traditional classes, students motivational beliefs could influence the use of self-regulation strategies, and then further affected achievements. But there are short of related studies on the blended classes and the comparative studies of traditional classes and blended classes. Through surveying students’ learning on studying general psychology course at Central China Normal University, our study aimed at comparing whether there are differences between traditional classes and blended classes on the effect of the college students’ motivational beliefs and self-regulation strategies on achievements. Our study adopted the longitudinal tracking investigation. First, we investigated learners’ self-efficacy and task value about psychology foundation course at the beginning of the term. Second, we explored learners’ the using of motivation regulation strategies and meta-cognition regulation strategies at the middle of the term. Finally, we gathered students’final exam results and usual results.In the first study, our study wanted to know whether there are differences on the frequency of using motivation regulation strategies and meta-cognition strategies and on the achievements between traditional classes and blended classes.In the second study, our study explored whether there are differences on the effect of motivational beliefs (self-efficacy, task value) and self-regulation strategies (motivation regulation strategies, meta-cognition regulation strategies) on achievements between traditional classes and blended classes.The results of this study follows:(1) The achievements of students in the traditional classes were significantly higher than students in the blended classes.(2) In the traditional classes, students’ motivational beliefs could influence meta-cognition regulation strategies through motivation regulation strategies, then further influenced achievements.(3) In the blended classes, students’ motivation beliefs could directly influence achievements through motivational regulation strategies, but meta-cognition regulation strategies could not directly influence achievements.