Motivational Orientation, Self-Regulated Learning Strategies and Students' Choice of Teaching Model (Manuscripts‪)‬

ABSTRACT The purpose of this study is to determine the relationship between students' use of self-regulating learning behaviors and preferences for one of three (3) teaching models, including traditional classroom, hybrid (partially online), and fully online courses. The study was based on the results of motivational strategy survey responses of 261 junior and senior level business students. The research methodology measured four variables including self-efficacy, intrinsic motivation, cognitive strategy, and self-regulation. Students preferring online courses have higher scores in self-efficacy, intrinsic motivation, high cognitive strategy use, and self-regulation, than those preferring hybrid courses and traditional classroom courses, with self-efficacy being the most significant determinant. Significant differences were found between online and classroom courses, and between online and hybrid courses. The differences between hybrid courses and classroom courses were not statistically significant. These implications can assist in advising students in choosing the course with the instructional delivery method that will enable the student to maximize learning outcomes and course performance.