MALAYSIAN ELEMENTARY LEARNERS’ SELF-REGULATION, MOTIVATIONAL BELIEFS AND LEARNER CONTROL MOTIVATION WHEN EXPERIENCING ONLINE TUTORIALS

• Published in: Turkish Online Journal of Distance Education
• Main Author: LEOW M.H.; ABDUL RAZAK R.
• Format: Article
• Language: English
• Published: Anadolu Universitesi 2024
• Online Access: https://www.scopus.com/inward/record.uri?eid=2-s2.0-85184777649&doi=10.17718%2ftojde.1262408&partnerID=40&md5=cfc4a3cd43897ec16e3a983cb0f1d410

Online learning is emphasised in the 21st century curricula as one of the efficient instructional practices that improves the learning ownership of contemporary learners. A key factor in ensuring success in learners’ online learning environments is the implementation of learner control. Learner control motivation is influenced by multiple interconnected beliefs and learner-directed learning practices. This study focuses on self-regulation strategies and motivational beliefs in the context of post-pandemic online tutorials. The aim of this study was to discover the influence of self-regulation strategies on learners’ motivational beliefs, and the impact of learners’ motivational beliefs on their learner control motivation when experiencing online tutorials. This study comprises 14 learners (age 9) from a Malaysian elementary school. Qualitative case study methodology was employed, using interviews and observations. The results of this study revealed a significant relationship between self-regulation and motivational beliefs in order to comprehend learners’ motivation for learner control when experiencing online tutorials. The results drew attention on self-regulation strategies to guide online instruction that underpins learners’ motivational beliefs and enhances learner control motivation. © 2024, Anadolu Universitesi. All rights reserved.