Défilement des Logos
INDEXED BY
DATABASE DGRST ASJP crossref AJOL SEARCH BASE Acadmic-BCDI MLA ISSN SSRN COPERNICUS ipindexing MIAR mirabel OpenAlex OUCI RAOD worldcat1 DataCite ISIDORE DRJI COSMOS OPENAIRE OSF ascidatabase ASI-INDEX EuroPub LIBRIS openedition J-Gate-Indexed scilit DLibraries EZB zdb-katalog emarefa MAKTABA UNIV-BIBLIOTHEEK IE-University Harvard-Library UBL-UNIVESITATS Website 1 scienceopen emarefa Archiving dataverse.harvard Registered Signed DORA Journal-Accounts GOOGLE-SCHOOLAR semanticscholar ACADAMIA ORCID NO CLASS CALENDA julib-extended asianindexing  FH-Aachen DTU-FINDIT SJSU-library  eth-swisscovery  mtmt kobvlogo  bib berlin california-university

Self-Regulated Learning and its Relation to Achievement Motivation among University Students in the Context of Online Learning After the COVID-19

Mounir ABBAS
University of Mouloud Mammeri- Tizi Ouzou, Algeria
College of Humanities and Social Sciences, Department of Educational Sciences
Specialty Guidance and direction
mounir.abbas@ummto.dz
https://orcid.org/0009-0004-9918-8054
Djamila KHOUIDMI
PhD in Political Science and International Relations
International Political Economy Specialization
University of Algiers 3, Algeria
khouidmi.djamila@gmail.com
https://orcid.org/0009-0007-8902-4445

Abstract

This study aims to understand the nature of the relationship between self-regulated learning and academic achievement motivation in the context of distance learning due to the COVID-19 pandemic among university students. The contemporary approach to the learning process is based on self-organization and the extent to which university students can stimulate their motivation to increase their knowledge, control the educational tasks they face, and deal with them in creative ways and ideas. We adopted a descriptive-analytical approach to conduct this study on a sample of (205) male and female second-year bachelor’s students from the Social Sciences Department with all its specializations. They were selected using a systematic random sampling method, where they were administered the Self-Regulated Learning Scale (2020) and the Academic Achievement Motivation Scale by Al-Musharrafieh (2012). After using the necessary statistical methods to process the data, the results revealed a statistically significant relationship between self-regulated learning and academic achievement motivation among the sample individuals, with significant statistical differences in the average ranks of self-regulated learning among the specializations of the Social Sciences Department, and no significant differences in terms of academic achievement motivation scores.

Keywords: Academic achievement motivation, COVID-19, online learning,  self-Regulated learning, University students

DOI:
https://doi.org/10.70091/atras/AI.6

How to Cite this Paper :

Abbas, M., & Khouidmi, D. (2024). Self-Regulated Learning and its Relation to Achievement Motivation among University Students in the Context of Online Learning After the COVID-19 Pandemic. Atras Journal5(Special Issue), 97-114.

References:

Abu Alaa, M R A. (2003). The Differences between High and Low Achieving Students in Self-Regulated Learning Strategies and Goal Orientations: A Sample of College of Education Students in the Sultanate of Oman. Journal of Psychological and Educational Research, 1(2), 95-127.
Ahmad, I. A. (2007). Self-regulated learning and intrinsic motivation in relation to academic achievement among students at the Faculty of Education. Journal of the Faculty of Education, Ain Shams University, 3(31), 69-135. https://yarab.yabesh.ir/yarab/handle/yad/48465
Al.Kafawen, A, M. (2019). Achievement motivation among Al-Hussein Bin Talal University students and its relationship to some demographic variables. Scientific Journal of the Faculty of Education – Assiut University, 35(7), 109-134 https://search.shamaa.org/PDF/Articles/EGJfeau/JfeauVol35No7Y2019/jfeau_2019-v35-n7_108-134.pdf
Al-Husainen, I. A. (2010). Self-regulated learning strategies in light of Pintrich’s model and their relationship with achievement, specialization, academic level, and preferred learning style, (Unpublished doctoral dissertation). Imam Mohammad Ibn Saud Islamic University, Saudi Arabia.
Al-Musharfi, R S. M. (2012). Psychological Resilience and its Relationship with Achievement Motivation and Self-actualization among Post-Basic Education Students in the Sultanate of Oman, (Unpublished Master’s Thesis). Ain Shams University.
Al-Najjar, N. J. S. (2010). Statistics in Education and Human Sciences with SPSS Software Applications. Jordan: Dar Al-Hamed.
Al-Qani, A. B. (2020). The Motivation for Learning and Achievement Motivation: Concept and Fundamentals. Journal of Research in Humanities and Social Sciences, 12(2), 193-204 Available at https://www.asjp.cerist.dz/en/article/116784
Al-Qubrusli, S. M. A. (2017). Self-regulated learning strategies and their relationship with academic achievement among students of general education stages. Scientific Journal of Kindergarten Faculty, Mansoura University, 3(4), 172-238. DOI: 10.21608/MAML.2017.130959
Al-Qudah, M. F. (2005). Fundamentals of Educational Psychology. Jordan: Dar Al-Hamed.
Anagra, N. (2022). Self-regulated learning strategies among students of Abdelhamid Ben Badis University in Algeria in light of some variables. Annals of Guelma University of Social and Human Sciences, 16(1), 101-120 https://www.asjp.cerist.dz/en/article/191676
Annaghera, N. (2022). Self-Regulated Learning Strategies among Students of Abdelhamid Ibn Badis University in Algeria in Light of Some Variables. Journal of Annals of Guelma University for Social and Human Sciences, 16(1), 101-120 https://www.asjp.cerist.dz/en/article/191676
Beni Younes, M. M. (2021). Psychology of Motivation and Emotions (7th  ed). Jordan: Dar Al-Masira for Publishing and Distribution.
Boudali. H. (2018). The Relationship between Self-Regulated Learning Strategies and Motivation for Academic Achievement among University Students: A Field Study. Journal of Educational and Teaching Research, 7(1), 137-164 https://www.asjp.cerist.dz/en/article/58453
Chapman, G., Emambocus, W., & Obembe, D.(2023). Higher education student motivations for extracurricular activities: evidence from UK universities. Journal of Educational and work, 36(2), 138-152 https://doi.org/10.1080/13639080.2023.2167955
Husseinen, I. (2010). Self-regulated learning strategies in light of the Pentrich model and their relationship to achievement, specialization, academic level, and preferred learning style,  (Unpublished PhD thesis). Imam Muhammad ibn Saud Islamic University, Saudi Arabia.
Khalifa, J. Q. (2012). The relationship of self-regulation strategies of learning with self-efficacy and perceptions of learning among undergraduate students, (Unpublished Master’s Thesis). Institute of Educational Studies, Cairo University, Egypt.
Laazali, S., & Ayesh, S. (2021). The Contribution of Achievement Motivation and Self-Regulated Learning Strategies in Academic Performance Among University Students – A Field Study at Djillali Liabes University Khamis Miliana. Aleph, 8(2), 187-207 https://www.asjp.cerist.dz/en/article/161387
Madid, M. F. (2020). Self-regulated learning and its relationship with analytical thinking among university students, (Unpublished Master’s thesis). Tikrit University, Iraq.
Otman, M. (2010). Occupational stress and its relationship with achievement motivation among civil protection personnel, (Unpublished Master’s Thesis). Abdelhamid Mehri Constantine 2 University, Algeria.
Purdie, N., Hattie, J., & Douglas, G. (1996). Student Conceptions of Learning and Their Use of Self-Regulated Learning Strategies: A Cross-Cultural Comparison. Journal of Educational Psychology, 88(1), 87-100 DOI: 10.1037/0022-0663.88.1.87
Rafea, M., & Al-Agoun, K. (2023). Self-Regulated Learning Strategies in Light of the Pintrich Model and Their Relationship to Achievement Motivation among University Students. Journal of Educational Research and Studies, 12(1), 797-822 https://www.asjp.cerist.dz/en/article/225384
Rahmoun, A. (2021). Self-Regulated Learning among University Students in the Shadow of the COVID-19 Pandemic, A Study on a Sample of First-Year Master’s Students at Khamis Miliana University. Journal of Psychological Studies, 12(1), 319-336 https://www.asjp.cerist.dz/en/article/175698
Rashwan, R. A. A. (2005). Self-regulated Learning and Achievement Goal Orientations. Egypt: World of Books.
Ray, A. (2020). The Importance of E-Learning: Characteristics, Objectives, Advantages, and Disadvantages. Al-Arabiyya Journal, 7(1), 181-199.
Saadawi, M., & Krish, A. (2024). The Level of Using Self-Regulated Learning Strategies among University Students in Light of the Information Age Requirements. A Field Study on a Sample of University of Blida 2 Students. Journal of Humanities and Social Studies, 13(2), 267-280. https://www.asjp.cerist.dz/en/article/247539

Copyright for all articles published in ATRAS belongs to the author. The authors also grant permission to the publisher to publish, reproduce, distribute, and transmit the articles. ATRAS publishes accepted papers under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) License. Authors submitting papers for publication in ATRAS agree to apply the CC BY-NC 4.0 license to their work. For non-commercial purposes, anyone may copy, redistribute material, remix, transform, and construct material in any media or format, provided that the terms of the license are observed and the original source is properly cited.