Learning Online: Motivated to Self-Regulate?
	Anthony R. Artino Jr., University of Connecticut
	Jason M. Stephens, University of Connecticut 

The objective of this study was to investigate how different motivational 
components of social cognitive theory relate to students' use of learning 
strategies in online courses. University students (n = 96) completed a survey 
that assessed their task value and self-efficacy, as well as outcomes that 
included their use of three self-regulated learning strategies. Results 
indicate that task value and self-efficacy were significantly positively 
related to studentsí use of elaboration, critical thinking, and metacognitive 
learning strategies. Educational implications and suggestions for future 
research are discussed. 
                      
Academic Exchange Quarterly  Winter  2006  
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