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Findings show no significant relationship between total OSLQ, OTSES, MSLQ scores and GPAs, and these scores do not significantly predict GPAs or online GPAs.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Self-Efficacy, and Motivation Scores  \nBarış ÇETİN 1  \nÇanakkale Onsek z Mart Un vers ty  \nAbstract  \nThis study aims to determine whether university students' levels of online self-regulated learning, online technologies self-efficacy, and motivated strategies for learning predict their general academic achievement and online academic achievement. In this study, the scanning design and the prediction research design were used. The participants of this research consisted of 55 undergraduate students studying in different departments of a university in Western Canada. The data were collected with“Online Technologies Self-Efficacy Scale (OTSES)” developed by Barnard et al., (2009); “Motivated Strategies for Learning Questionnaire (MSLQ)” developed by Pintrich et al., (1991); “Online Selfregulated Learning Questionnaire (OSLQ)” developed by Miltiadou and Yu (2000); and“demographic form”. This study did not determine a significant relationship between university students' total scores of OSLQ, OTSES, MSLQ, and their GPAs. Instead, the study found that university students' total scores of OSLQ, OTSES, MSLQ did not significantly predict their GPAsand online GPAs.  \nKeywords: Online Self-Regulated Learning, Online Self-Efficacy, Motivation, GPA, Online Academic Achievement, University Students  \nDOI: 10.29329/epasr.2022.478.8  \nSubmitted: 27 July 2022 Accepted: 02 November 2022 Published: 05 December 2022  \n*  \nThis work was supported by Scientific and Technological Research Council ofTürkiye (TUBITAK) .  \n1Assoc. Prof. Dr. Çanakkale Onsek z Mart Un vers ty, Faculty of Education, Çanakkale, Türkiye ORCID: 0000-0003-4416- 8000  \n[Correspondence](Correspondence: bcetin@comu.edu.tr)[: bcetin@comu.edu.tr](Correspondence: bcetin@comu.edu.tr)  \nIntroduction  \nThere are many variables in the related literature that affect students’ learning processes. The main ones are intelligence, learning styles, self-efficacy, study habits, and socio-economic variables. In this study, the effects of university students’ scores of online self-regulated learning, online technologies self-efficacy, and motivation on GPAs and online GPAs (grade point average) were investigated.  \nOnline Self-Regulated Learning  \nZimmerman (2000)“defines self-regulated learning as self-generated thoughts, feelings, and actions that are planned and cyclically adapted to achieve personal goals” (p.14) . Self-regulated learning is defined as a dynamic process in which students personally activate and maintain cognitions, effects, and behaviors that are systematically directed towards achieving personal goals (Zimmerman & Schunk, 2011) . Self-regulated learning is the process in which one's thoughts, feelings, and actions are organized systematically in order to achieve one's goals (Usher & Schunk, 2018) . Boekaerts et al. (2005) defined the concept of self-regulated learning as a repetitive, multicomponent, and self-directed process that targets the individual's own cognition and emotions in harmony with the environment.  \nSelf-regulated learning includes the knowledge, skills, and dispositions that students rely onin order to manage and regulate various components of their learning (Hattie & Donoghue, 2016) . Self-regulated learners set, organize, self-monitor, and self-evaluate various points, plans, and goals during the process of acquiring self-regulated learning (Zimmerman, 1990) . Pintrich and DeGroot (1990) point out that there are three fundamental components of self-regulated learning: (1) metacognitive strategies (planning, monitoring, and changing cognition), (2) task management and control, and (3) actual cognitive strategies for learning the material.  \nSelf-regulated learning is an active and constructive process that puts students in charge of their own learning (Van den Boom et al., 2007) . Students can be taught or encouraged to be self","cbCaihoSIZ95tsoE","https://ap.wps.com/l/cbCaihoSIZ95tsoE","pdf",229259,18,"English","# Abstract\n# Introduction\n## Online self-regulated learning","[{\"question\":\"What factors does the study examine for predicting academic achievement?\",\"answer\":\"The study examines online self-regulated learning, online technologies self-efficacy, and motivation (motivated learning strategies) as predictors of general GPA and online GPA.\"},{\"question\":\"How was the research conducted and what participants were used?\",\"answer\":\"It used a scanning design and a prediction research design with 55 undergraduate students from different departments at a university in Western Canada.\"},{\"question\":\"What was the main finding regarding the relationship between the scores and GPA?\",\"answer\":\"Total scores of OSLQ, OTSES, and MSLQ did not significantly predict either GPAs or online GPAs.\"}]","Factors Affecting General and Online Academic Achievement of University Students | PDF",1792095643,45]