The influence of academic level and course delivery mode on the use of motivational regulation strategies and learning engagement

Abstract

Motivational regulation strategies have been used as active forms of promoting motivation in online and classroom learning. Based on the motivational regulation model combining both contextual and individual factors, this study examined how students' academic levels (undergraduate vs. graduate) and the type of course delivery mode (online vs. traditional face-to-face) influence their uses of eight motivational regulation strategies and three types of engagement. A total of 190 students consisting of 95 undergraduate students and 95 graduate students participated in this study. The results of two-way multivariate analysis of variance show that students use different sets of motivational regulation strategies depending upon their academic levels and course delivery modes. Also, graduate students showed significantly higher engagement in all three types than undergraduate students did. The findings provide practical implications for designing a customised motivational support system with specific sets of motivational regulation strategies for students in different academic levels and course delivery modes. Implications for practice or policy • Graduate and undergraduate students need different sets of motivational regulation support. • Undergraduate students need more engagement supporting interventions. • Specific types of motivational regulation strategies can be used to design a customised motivational support system based on students' motivational profiles.