LINKING ONLINE MOTIVATION, SELF-REGULATION, AND ENGAGEMENT: A STRUCTURAL MODEL FOR PRE-SERVICE TEACHERS

Contemporary studies examining the relationships between online engagement, motivation, self-regulation, and student expectations in authentic online learning environments are scarce. This correlational study employs a structural equation model to elucidate the connections between self-regulation, motivation, and engagement. The study also examines how these variables differ according to department, year group, and academic achievement. Convenience sampling was employed, and 659 pre-service teachers from seven regions participated voluntarily. The participants completed a form providing demographic information, as well as three scales: an online engagement scale, an online learning motivation scale, and an online self-regulated learning scale. The findings revealed positive relationships between pre-service teachers' online motivation, engagement, and self-regulation. Specifically, motivation was found to fully mediate the relationship between self-regulation and engagement. Statistically significant relationships were also found between the research variables and the demographic variables of department, year group, and academic achievement. These findings are expected to inform the work of future instructional technology scholars in online learning settings.