The Impact and Gender Difference of Learning Motivation and Self-Regulation on Academic Performance in Online Learning Environment

摘要

This study investigates the mutual influence among the different components of learning motivation, self-regulation, and Gender as well as their effect on the academic performance. The data is collected from 301 undergraduates enrolled accounting major. The results indicate that test anxiety has negative influence on academic performance and the use of cognitive strategies is a mediating factor between motivation and self-regulation strategies. Gender difference does exist in students' test anxiety but there is no evidence showing that this gender difference causes any differences in their academic achievements.