Abstract
Teacher autonomy-supportive style and controlling style are considered to be common motivating styles that affect online learning effectiveness. However, the associations between perceived teacher autonomy-supportive style and controlling style and undergraduates’ self-regulation of online learning needs to be further explored, especially in terms of the specific dimensions of self-regulation of online learning. This study explored the associations between the two motivating stylesand undergraduates’ self-regulation of online learning by means of self-reported questionnaire data collected from 676 undergraduates. The results expounded that perceived teacher autonomy-supportive style was positively related to undergraduates’ six online SRL abilities, while perceived teacher controlling style was positively related to undergraduates’ task strategies, self-evaluation and time management. The results have significance for improving undergraduates’ specific self-regulation of online learning experience, and provide theoretical support for the optimization of learning effectiveness and for developing learning motivation.
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