Self-Regulation, Goal Orientation, and Academic Achievement of Secondary Students in Online University Courses

This study investigated the self-regulation, goal orientation, and academic achievement of 40 secondary students who completed online university courses in the sciences. Students were enrolled in one of three online university science courses. Each course was taught by a two-person team, made up of one university science professor and one secondary classroom science teacher, over a 6-week period. This study explored changes in self-regulation and goal orientation of students enrolled in the online course and the relationship between these factors and student achievement. Student data collected to investigate study questions included an abbreviated version (30-items) of the Motivation Strategies for Learning Questionnaire (MSLQ), collected before and after students completed the online course, and achievement measures (i.e., final grades). Data from application essays and focus interviews, conducted with all participating group members (secondary students, university science professors and the secondary high school teachers), are used to illustrate key findings and probe remaining questions. A description of this program and research resulting from the investigation of online secondary students’ motivation, self-regulation, and achievement in online university courses is also presented and discussed.