Motivation and Self-Regulation of High School Students in Online Learning

Abstract

The COVID-19 pandemic compelled educational institutions to adopt online learning to curb the virus's spread. Amidst the ongoing pandemic's effects, some private schools continue in implementing online instruction (Yu et al., 2022). This quantitative study focuses on measuring the motivation and self-regulation levels of junior high school students engaged in online learning during School Year 2022-2023. Utilizing a researcher-made scale that has validity and reliability properties, the researchers assessed motivation and self-regulation, addressing a gap in the literature. Gender-related differences in motivation scores and variations across grade levels were observed, underscoring the need for tailored strategies. The study provides insights into the dynamics of online learning, and its recommendations include creating engaging learning environments, gender-specific interventions, personalized approaches based on grade levels, and ongoing research to explore additional factors influencing student engagement and well-being in online learning.