Motivation and self-regulated learning as predictors of learning resource use in learning management systems in higher education

Abstract

Learning resources provided in learning management systems (LMS) are often underutilised despite their effectiveness for student learning. This study examined how students’ motivation (i.e. expectancies, subjective task values [STVs], and cost values) and self-regulated learning (SRL; metacognitive strategies, internal resource management, procrastination) relate to their LMS resources utilisation and subsequent performance. Survey and digital trace data from 490 social science university students were analysed. Higher STVs positively predicted students’ use of learning resources, including lecture slides and practice quizzes, whereas procrastination negatively predicted resource utilisation. Greater use of practice quizzes was associated with improved exam grades. Moreover, STVs indirectly supported better exam performance through increased LMS resource utilisation, while procrastination had an indirect negative effect. Findings emphasise the critical role of motivation and SRL in influencing learning behaviours. Educators are encouraged to promote motivation, support SRL strategies, and include practice opportunities in LMS environments to support student learning.