Gambaran Motivasi Belajar Siswa : Sebuah Pendekatan pada Self-Regulated Learning selama COVID-19
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Published:
Dec 30, 2022
Keywords:
Motivated Strategies for Learning Questionnaire (MSLQ), self-efficacy, intrinsic motivation, test-anxiety, cognitive strategy use, self-regulation
Main Article Content
Abstract
After individuals made an effort to live with COVID-19, the world declared that the disease was now an endemic rather than a pandemic. Numerous things are affected by this, especially education. Students in schools are permitted to participate in instructional and learning activities. However, this modification to the educational system also affected how motivated students were to learn. Therefore, the purpose of this study is to describe the motivation of students to learn. This study used a descriptive quantitative design involving (N = 128). The findings revealed that students' levels of learning motivation fell into two categories, i.e., medium (N = 96.75%) and high (N = 32.25%) with (M = 2.84; SD = 0.276). According to a descriptive analysis, VII students had the highest levels of learning motivation, followed by VIII and IX students; and IX students is with the lowest levels. With regard to self-efficacy, intrinsic values, test anxiety, cognitive strategy utilization, and self-regulation, VII students score best on the subscale. The research findings provide teachers and school psychologists with a foundation for reference as they create educational intervention modules and programs for students in grades VIII and IX to boost their motivation for learning.
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Gambaran Motivasi Belajar Siswa : Sebuah Pendekatan pada Self-Regulated Learning selama COVID-19. (2022). Indonesian Journal of Behavioral Studies, 2(2), 69-88. https://doi.org/10.19109/ijobs.v2i2.14896
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Articles
How to Cite
Gambaran Motivasi Belajar Siswa : Sebuah Pendekatan pada Self-Regulated Learning selama COVID-19. (2022). Indonesian Journal of Behavioral Studies, 2(2), 69-88. https://doi.org/10.19109/ijobs.v2i2.14896
References
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Avila, E. C., Abin, G. J., Bien, G. A., Acasamoso, D. M., & Arenque, D. D. (2021, June). Students’ Perception on Online and Distance Learning and their Motivation and Learning Strategies in using Educational Technologies during COVID-19 Pandemic. In Journal of Physics: Conference Series (Vol. 1933, No. 1, p. 012130). IOP Publishing.
Campillo-Ferrer, J. M., & Miralles-Martínez, P. (2021). Effectiveness of the flipped classroom model on students’ self-reported motivation and learning during the COVID-19 pandemic. Humanities and Social Sciences Communications, 8(1), 1-9. https://doi.org/10.1057/s41599-021-00860-4
Cozby, P. C., Mar, R. A., & Rawn, C. D. (2016). Methods in behavioural research. McGraw-Hill Ryerson Limited.
Curione, K., Uriel, F., Gründler, V., & Freiberg-Hoffmann, A. (2022). Assessment of learning strategies in college students: a brief version of the MSLQ. Electronic Journal of Research in Educational Psychology, 20(56). https://doi.org/10.25115/ejrep.v20i56.4736
Darmayanti, K. K. H., Kristiyani, V., Winata, E. Y., & Anggraini, E. (2022, Nov. 26). Cognitive strategy use dan perbedaan jenis kelamin pada siswa sekolah mengenah [Conference session]. The 9th Inter-Islamic University Conference on Psychology (IIUCP), Universitas Islam Riau, Pekanbaru, Riau, Indonesia.
Darmayanti, K. K. H. (n.d.). Educational polemics during the covid-19 endemic: elementary school students’ learning systems and learning effectiveness.
Duncan, T. G., & McKeachie, W. J. (2005). The making of the motivated strategies for learning questionnaire. Educational psychologist, 40(2), 117-128. https://doi.org/10.1207/s15326985ep4002_6
Eliécer Villarreal-Fernández, J., & Inés Arroyave-Giraldo, D. (2022). Adaptation and Validity of the Scale of Motivation of the Motivated Scale Learning Questionnaire (MSLQ) in Colombian University Students. Electronic Journal of Research in Educational Psychology, 20(56). https://doi.org/10.25115/ejrep.v20i56.4394
Ewell, S. N., Josefson, C. C., & Ballen, C. J. (2022). Why Did Students Report Lower Test Anxiety during the COVID-19 Pandemic?. Journal of microbiology & biology education, 23(1), e00282-21. https://doi.org/10.1128/jmbe.00282-21
Faridah, I., Sari, F. R., Wahyuningsih, T., Oganda, F. P., & Rahardja, U. (2020, October). Effect Digital Learning on Student Motivation during Covid-19. In 2020 8th International Conference on Cyber and IT Service Management (CITSM) (pp. 1-5). IEEE. DOI: 10.1109/CITSM50537.2020.9268843
Field, A. (2018). Discovering Statistics Using IBM SPSS Statistics, 5 eds. SAGE.
Ghasemi, A., & Zahediasl, S. (2012). Normality tests for statistical analysis: a guide for non-statisticians. International journal of endocrinology and metabolism, 10(2), 486. doi: 10.5812/ijem.3505
Gravetter, F. J., Forzano, L. A. B., & Rakow, T. (2018). Research methods for the behavioral sciences, 1st EMEA Edition. Cengage learning.
Gravetter, F. J., Wallnau, L. B., Forzano, L. A. B., & Witnauer, J. E. (2020). Essentials of statistics for the behavioral sciences. Cengage Learning.
Hilpert, J. C., Stempien, J., van der Hoeven Kraft, K. J., & Husman, J. (2013). Evidence for the latent factor structure of the MSLQ: A new conceptualization of an established questionnaire. SAGE open, 3(4), 2158244013510305. https://doi.org/10.1177/215824401351030
Jackson, C. R. (2018). Validating and adapting the motivated strategies for learning questionnaire (MSLQ) for STEM courses at an HBCU. Aera Open, 4(4), 2332858418809346. https://doi.org/10.1177/233285841880934
Jaya, Indra. (2021, Desember 23). Penguatan sistem kesehatan dalam pengendalian COVID-19. Kementerian Kesehatan Republik Indonesia. http://p2p.kemkes.go.id/penguatan-sistem-kesehatan-dalam-pengendalian-covid-19/
Kaharuddin, A. (2020). Contributions of technology, culture, and attitude to english learning motivation during COVID-19 outbreaks. Systematic Reviews in Pharmacy, 11(11), 76-84. doi:10.31838/srp.2020.11.13
Kay, R. (2014). Statistical Thinking for Non-Statisticians in Drug Regulation. John Wiley & Sons.
Kementerian Pendidikan dan Kebudayaan. (2020, Agustus 07). Penyesuaian keputusan bersama empat menteri tentang panduan pembelajaran di masa pandemic COVID-19. https://www.kemdikbud.go.id/main/blog/2020/08/penyesuaian-keputusan-bersama-empat-menteri-tentang-panduan-pembelajaran-di-masa-pandemi-covid19
Keputusan Menteri Kesehatan Republik Indonesia Nomor HK.01.07/Menkes/382/2020 tentang Protokol Kesehatan Bagi Masyarakat Di Tempat Dan Fasilitas Umum Dalam Rangka Pencegahan Dan Pengendalian Corona Virus Disease 2019 (COVID-19).
Keputusan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor 719/P/2020 tentang Pedoman Pelaksanaan Kurikulum pada Satuan Pendidikan dalam Kondisi Khusus.
Littlejohn, A., Hood, N., Milligan, C., & Mustain, P. (2016). Learning in MOOCs: Motivations and self-regulated learning in MOOCs. The internet and higher education, 29, 40-48.
McEown, M. S., Noels, K. A., & Saumure, K. D. (2014). Students' self-determined and integrative orientations and teachers' motivational support in a Japanese as a foreign language context. System, 45, 227-241.
Nenko, Y., Кybalna, N., & Snisarenko, Y. (2020). The COVID-19 distance learning: Insight from Ukrainian students. Revista Brasileira de Educação do Campo, 5, e8925-e8925. https://doi.org/10.20873/uft.rbec.e8925
Ortega, Z. F., Martinez Martinez, A., Chacon Cuberos, R., & Ubago Jiménez, J. L. (2019). Analysis of the psychometric properties of the Motivation and Strategies of Learning Questionnaire—Short Form (MSLQ-SF) in Spanish higher education students. Social Sciences, 8(5), 132. https://doi.org/10.3390/socsci8050132
Owusu-Fordjour, C., Koomson, C. K., & Hanson, D. (2020). The impact of Covid-19 on learning-the perspective of the Ghanaian student. European Journal of Education Studies. http://dx.doi.org/10.46827/ejes.v0i0.3000
Pekrun, R., Elliot, A., & Maier, M. A. (2006). Achievement goals and discrete achievement emotions: A theoretical model and prospective test. Journal of Educational Psychology, 98(3), 583-597.
Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of educational psychology, 82(1), 33. https://doi.org/10.1037/0022-0663.82.1.33
Pintrich, P. R., Smith, D. A. F., Garcia, T., & McKeachie, W. J. (1991). A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ). National Center for Research to Improve Postsecondary Teaching and Learning.
Pintrich, P. R., Smith, D. A., Garcia, T., & McKeachie, W. J. (1993). Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MSLQ). Educational and psychological measurement, 53(3), 801-813. https://doi.org/10.1177/00131644930530030
Pintrich, P. R., Wolters, C. A., & Baxter, G. P. (2000). Assessing metacognition and self-regulated learning. In G. Schraw & J. Impara (Eds.), Issues in the measurement of metacognition (pp. 43–97). Buros Institute of Mental Measurement.
Pokhrel, S., & Chhetri, R. (2021). A literature review on impact of COVID-19 pandemic on teaching and learning. Higher Education for the Future, 8(1), 133-141. https://doi.org/10.1177/23476311209834
Puteri, R. R. (2013). Intervensi Self-Regulation Empowerment Program untuk meningkatkan regulasi diri pada siswa underachiever tipe if-then students. Universitas Indonesia, Depok, Indonesia.
Rahm, A. K., Töllner, M., Hubert, M. O., Klein, K., Wehling, C., Sauer, T., ... & Schultz, J. H. (2021). Effects of realistic e-learning cases on students’ learning motivation during COVID-19. PloS one, 16(4), e0249425. https://doi.org/10.1371/journal.pone.0249425
Rahman, M. H. A., Uddin, M. S., & Dey, A. (2021). Investigating the mediating role of online learning motivation in the COVID‐19 pandemic situation in Bangladesh. Journal of computer assisted learning, 37(6), 1513-1527. https://doi.org/10.1111/jcal.12535
Raza, S. H., Naeem, N., Shaikh, G. M., Zafer, A., Riaz, A., Iqbal, S., & Amjad, K. (2021). Comparison of Motivation of Medical students: During Covid-19 Pandemic-A Cross-Sectional Study. J. Res. Med. Dent. Sci., 200-205. https://www.researchgate.net/profile/Ernie-Avila/publication/349110320_Motivation_and_Learning_Strategies_of_Education_Students_in_Online_Learning_during_Pandemic/links/6021187f299bf1cc26aef5b2/Motivation-and-Learning-Strategies-of-Education-Students-in-Online-Learning-during-Pandemic.pdf
Saifuddin, A. (2020). Penyusunan skala psikologi. Prenada Media.
Shapiro, S. S., & Wilk, M. B. (1965). An analysis of variance test for normality (complete samples). Biometrika, 52(3/4), 591-611. https://doi.org/10.2307/2333709
Soemantri, D., Mccoll, G., & Dodds, A. (2018). Measuring medical students’ reflection on their learning: modification and validation of the motivated strategies for learning questionnaire (MSLQ). BMC medical education, 18(1), 1-10. https://doi.org/10.1186/s12909-018-1384-y
Subakthiasih, P., & Putri, I. G. A. V. W. (2020). An analysis of students’ motivation in studying English during COVID-19 pandemic. Linguistic, English Education and Art (LEEA) Journal, 4(1), 126-141. https://doi.org/10.31539/leea.v4i1.1728
Tajudin, A. B., Maulida, C., & Vransiska, R. D. (2022). Self-regulated learning in online classes: A comparative study between Malaysian and Indonesian students. Journal of Educational Management and Instruction (JEMIN), 2(1), 1-11.
The jamovi project (2022). jamovi. (Version 2.3) [Computer Software]. Retrieved from https://www.jamovi.org.
Tock, J. L., & Moxley, J. H. (2017). A comprehensive reanalysis of the metacognitive self-regulation scale from the MSLQ. Metacognition and Learning, 12(1), 79-111. https://doi.org/10.1007/s11409-016-9161-y
Unicef Indonesia. (2020, Juni 16). Langkah tepat agar pengajaran jarak jauh tetap efektif. https://www.youtube.com/watch?v=9ahSHnJThUo
Urbina, S. (2014). Essentials of psychological testing. John Wiley & Sons.
You, J. (2012). The structural relationship among task value, self-efficacy, goal structure, and academic emotions for promoting self-regulated learning in e-learning course. The Journal of Korean Association of Computer Education, 16(4), 61-77
You, J. W., & Kang, M. (2014). The role of academic emotions in the relationship between perceived academic control and self-regulated learning in online learning. Computers & Education, 77, 125-133.
Zhou, Y., & Wang, J. (2021). Psychometric Properties of the MSLQ-B for adult distance education in China. Frontiers in psychology, 12, 620564. https://doi.org/10.3389/fpsyg.2021.620564
Avila, E. C., Abin, G. J., Bien, G. A., Acasamoso, D. M., & Arenque, D. D. (2021, June). Students’ Perception on Online and Distance Learning and their Motivation and Learning Strategies in using Educational Technologies during COVID-19 Pandemic. In Journal of Physics: Conference Series (Vol. 1933, No. 1, p. 012130). IOP Publishing.
Campillo-Ferrer, J. M., & Miralles-Martínez, P. (2021). Effectiveness of the flipped classroom model on students’ self-reported motivation and learning during the COVID-19 pandemic. Humanities and Social Sciences Communications, 8(1), 1-9. https://doi.org/10.1057/s41599-021-00860-4
Cozby, P. C., Mar, R. A., & Rawn, C. D. (2016). Methods in behavioural research. McGraw-Hill Ryerson Limited.
Curione, K., Uriel, F., Gründler, V., & Freiberg-Hoffmann, A. (2022). Assessment of learning strategies in college students: a brief version of the MSLQ. Electronic Journal of Research in Educational Psychology, 20(56). https://doi.org/10.25115/ejrep.v20i56.4736
Darmayanti, K. K. H., Kristiyani, V., Winata, E. Y., & Anggraini, E. (2022, Nov. 26). Cognitive strategy use dan perbedaan jenis kelamin pada siswa sekolah mengenah [Conference session]. The 9th Inter-Islamic University Conference on Psychology (IIUCP), Universitas Islam Riau, Pekanbaru, Riau, Indonesia.
Darmayanti, K. K. H. (n.d.). Educational polemics during the covid-19 endemic: elementary school students’ learning systems and learning effectiveness.
Duncan, T. G., & McKeachie, W. J. (2005). The making of the motivated strategies for learning questionnaire. Educational psychologist, 40(2), 117-128. https://doi.org/10.1207/s15326985ep4002_6
Eliécer Villarreal-Fernández, J., & Inés Arroyave-Giraldo, D. (2022). Adaptation and Validity of the Scale of Motivation of the Motivated Scale Learning Questionnaire (MSLQ) in Colombian University Students. Electronic Journal of Research in Educational Psychology, 20(56). https://doi.org/10.25115/ejrep.v20i56.4394
Ewell, S. N., Josefson, C. C., & Ballen, C. J. (2022). Why Did Students Report Lower Test Anxiety during the COVID-19 Pandemic?. Journal of microbiology & biology education, 23(1), e00282-21. https://doi.org/10.1128/jmbe.00282-21
Faridah, I., Sari, F. R., Wahyuningsih, T., Oganda, F. P., & Rahardja, U. (2020, October). Effect Digital Learning on Student Motivation during Covid-19. In 2020 8th International Conference on Cyber and IT Service Management (CITSM) (pp. 1-5). IEEE. DOI: 10.1109/CITSM50537.2020.9268843
Field, A. (2018). Discovering Statistics Using IBM SPSS Statistics, 5 eds. SAGE.
Ghasemi, A., & Zahediasl, S. (2012). Normality tests for statistical analysis: a guide for non-statisticians. International journal of endocrinology and metabolism, 10(2), 486. doi: 10.5812/ijem.3505
Gravetter, F. J., Forzano, L. A. B., & Rakow, T. (2018). Research methods for the behavioral sciences, 1st EMEA Edition. Cengage learning.
Gravetter, F. J., Wallnau, L. B., Forzano, L. A. B., & Witnauer, J. E. (2020). Essentials of statistics for the behavioral sciences. Cengage Learning.
Hilpert, J. C., Stempien, J., van der Hoeven Kraft, K. J., & Husman, J. (2013). Evidence for the latent factor structure of the MSLQ: A new conceptualization of an established questionnaire. SAGE open, 3(4), 2158244013510305. https://doi.org/10.1177/215824401351030
Jackson, C. R. (2018). Validating and adapting the motivated strategies for learning questionnaire (MSLQ) for STEM courses at an HBCU. Aera Open, 4(4), 2332858418809346. https://doi.org/10.1177/233285841880934
Jaya, Indra. (2021, Desember 23). Penguatan sistem kesehatan dalam pengendalian COVID-19. Kementerian Kesehatan Republik Indonesia. http://p2p.kemkes.go.id/penguatan-sistem-kesehatan-dalam-pengendalian-covid-19/
Kaharuddin, A. (2020). Contributions of technology, culture, and attitude to english learning motivation during COVID-19 outbreaks. Systematic Reviews in Pharmacy, 11(11), 76-84. doi:10.31838/srp.2020.11.13
Kay, R. (2014). Statistical Thinking for Non-Statisticians in Drug Regulation. John Wiley & Sons.
Kementerian Pendidikan dan Kebudayaan. (2020, Agustus 07). Penyesuaian keputusan bersama empat menteri tentang panduan pembelajaran di masa pandemic COVID-19. https://www.kemdikbud.go.id/main/blog/2020/08/penyesuaian-keputusan-bersama-empat-menteri-tentang-panduan-pembelajaran-di-masa-pandemi-covid19
Keputusan Menteri Kesehatan Republik Indonesia Nomor HK.01.07/Menkes/382/2020 tentang Protokol Kesehatan Bagi Masyarakat Di Tempat Dan Fasilitas Umum Dalam Rangka Pencegahan Dan Pengendalian Corona Virus Disease 2019 (COVID-19).
Keputusan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor 719/P/2020 tentang Pedoman Pelaksanaan Kurikulum pada Satuan Pendidikan dalam Kondisi Khusus.
Littlejohn, A., Hood, N., Milligan, C., & Mustain, P. (2016). Learning in MOOCs: Motivations and self-regulated learning in MOOCs. The internet and higher education, 29, 40-48.
McEown, M. S., Noels, K. A., & Saumure, K. D. (2014). Students' self-determined and integrative orientations and teachers' motivational support in a Japanese as a foreign language context. System, 45, 227-241.
Nenko, Y., Кybalna, N., & Snisarenko, Y. (2020). The COVID-19 distance learning: Insight from Ukrainian students. Revista Brasileira de Educação do Campo, 5, e8925-e8925. https://doi.org/10.20873/uft.rbec.e8925
Ortega, Z. F., Martinez Martinez, A., Chacon Cuberos, R., & Ubago Jiménez, J. L. (2019). Analysis of the psychometric properties of the Motivation and Strategies of Learning Questionnaire—Short Form (MSLQ-SF) in Spanish higher education students. Social Sciences, 8(5), 132. https://doi.org/10.3390/socsci8050132
Owusu-Fordjour, C., Koomson, C. K., & Hanson, D. (2020). The impact of Covid-19 on learning-the perspective of the Ghanaian student. European Journal of Education Studies. http://dx.doi.org/10.46827/ejes.v0i0.3000
Pekrun, R., Elliot, A., & Maier, M. A. (2006). Achievement goals and discrete achievement emotions: A theoretical model and prospective test. Journal of Educational Psychology, 98(3), 583-597.
Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of educational psychology, 82(1), 33. https://doi.org/10.1037/0022-0663.82.1.33
Pintrich, P. R., Smith, D. A. F., Garcia, T., & McKeachie, W. J. (1991). A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ). National Center for Research to Improve Postsecondary Teaching and Learning.
Pintrich, P. R., Smith, D. A., Garcia, T., & McKeachie, W. J. (1993). Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MSLQ). Educational and psychological measurement, 53(3), 801-813. https://doi.org/10.1177/00131644930530030
Pintrich, P. R., Wolters, C. A., & Baxter, G. P. (2000). Assessing metacognition and self-regulated learning. In G. Schraw & J. Impara (Eds.), Issues in the measurement of metacognition (pp. 43–97). Buros Institute of Mental Measurement.
Pokhrel, S., & Chhetri, R. (2021). A literature review on impact of COVID-19 pandemic on teaching and learning. Higher Education for the Future, 8(1), 133-141. https://doi.org/10.1177/23476311209834
Puteri, R. R. (2013). Intervensi Self-Regulation Empowerment Program untuk meningkatkan regulasi diri pada siswa underachiever tipe if-then students. Universitas Indonesia, Depok, Indonesia.
Rahm, A. K., Töllner, M., Hubert, M. O., Klein, K., Wehling, C., Sauer, T., ... & Schultz, J. H. (2021). Effects of realistic e-learning cases on students’ learning motivation during COVID-19. PloS one, 16(4), e0249425. https://doi.org/10.1371/journal.pone.0249425
Rahman, M. H. A., Uddin, M. S., & Dey, A. (2021). Investigating the mediating role of online learning motivation in the COVID‐19 pandemic situation in Bangladesh. Journal of computer assisted learning, 37(6), 1513-1527. https://doi.org/10.1111/jcal.12535
Raza, S. H., Naeem, N., Shaikh, G. M., Zafer, A., Riaz, A., Iqbal, S., & Amjad, K. (2021). Comparison of Motivation of Medical students: During Covid-19 Pandemic-A Cross-Sectional Study. J. Res. Med. Dent. Sci., 200-205. https://www.researchgate.net/profile/Ernie-Avila/publication/349110320_Motivation_and_Learning_Strategies_of_Education_Students_in_Online_Learning_during_Pandemic/links/6021187f299bf1cc26aef5b2/Motivation-and-Learning-Strategies-of-Education-Students-in-Online-Learning-during-Pandemic.pdf
Saifuddin, A. (2020). Penyusunan skala psikologi. Prenada Media.
Shapiro, S. S., & Wilk, M. B. (1965). An analysis of variance test for normality (complete samples). Biometrika, 52(3/4), 591-611. https://doi.org/10.2307/2333709
Soemantri, D., Mccoll, G., & Dodds, A. (2018). Measuring medical students’ reflection on their learning: modification and validation of the motivated strategies for learning questionnaire (MSLQ). BMC medical education, 18(1), 1-10. https://doi.org/10.1186/s12909-018-1384-y
Subakthiasih, P., & Putri, I. G. A. V. W. (2020). An analysis of students’ motivation in studying English during COVID-19 pandemic. Linguistic, English Education and Art (LEEA) Journal, 4(1), 126-141. https://doi.org/10.31539/leea.v4i1.1728
Tajudin, A. B., Maulida, C., & Vransiska, R. D. (2022). Self-regulated learning in online classes: A comparative study between Malaysian and Indonesian students. Journal of Educational Management and Instruction (JEMIN), 2(1), 1-11.
The jamovi project (2022). jamovi. (Version 2.3) [Computer Software]. Retrieved from https://www.jamovi.org.
Tock, J. L., & Moxley, J. H. (2017). A comprehensive reanalysis of the metacognitive self-regulation scale from the MSLQ. Metacognition and Learning, 12(1), 79-111. https://doi.org/10.1007/s11409-016-9161-y
Unicef Indonesia. (2020, Juni 16). Langkah tepat agar pengajaran jarak jauh tetap efektif. https://www.youtube.com/watch?v=9ahSHnJThUo
Urbina, S. (2014). Essentials of psychological testing. John Wiley & Sons.
You, J. (2012). The structural relationship among task value, self-efficacy, goal structure, and academic emotions for promoting self-regulated learning in e-learning course. The Journal of Korean Association of Computer Education, 16(4), 61-77
You, J. W., & Kang, M. (2014). The role of academic emotions in the relationship between perceived academic control and self-regulated learning in online learning. Computers & Education, 77, 125-133.
Zhou, Y., & Wang, J. (2021). Psychometric Properties of the MSLQ-B for adult distance education in China. Frontiers in psychology, 12, 620564. https://doi.org/10.3389/fpsyg.2021.620564