The impact and gender difference of learning motivation and self-regulation on academic performance in online learning environment

Tao Wu, Maiga Chang

Research output: Chapter in Book/Report/Conference proceedingPublished Conference contributionpeer-review

5 Citations (Scopus)

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.

Original languageEnglish
Title of host publicationProceedings - IEEE 21st International Conference on Advanced Learning Technologies, ICALT 2021
EditorsMaiga Chang, Nian-Shing Chen, Demetrios G Sampson, Ahmed Tlili
Pages425-427
Number of pages3
ISBN (Electronic)9781665441063
DOIs
Publication statusPublished - Jul. 2021
Event21st IEEE International Conference on Advanced Learning Technologies, ICALT 2021 - Virtual, Online, Malaysia
Duration: 12 Jul. 202115 Jul. 2021

Publication series

NameProceedings - IEEE 21st International Conference on Advanced Learning Technologies, ICALT 2021

Conference

Conference21st IEEE International Conference on Advanced Learning Technologies, ICALT 2021
Country/TerritoryMalaysia
CityVirtual, Online
Period12/07/2115/07/21

Keywords

  • Cognitive Strategies
  • Learning Motivation
  • Self-regulation
  • Structural Equation Model
  • Test Anxiety

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