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Show 239 THE UNIVERSITY OF UTAH Motivation is a critical factor in academic performance and must be self-regulated over time (Sansone & Thoman, 2005). Self-regulation becomes more significant online due to the lack of schedule and supervision characteristic of traditional in-class courses (Artino & Stephens, 2009). That is, online students must address both opportunities for supplemental learning (i.e. videos) and possible distractions that may redirect focus (i.e., social media) (Sansone, et al. in press). An initial examination (Sansone, Butner, et al., 2011) of the Regulation of Motiva-tion and Performance Online (RMAPO) project indicated that students given reasons to value learning basic HTML skills in an online lesson (value-added) spent more time on-task and off-task prior to submitting an assignment; time spent was furthermore associated with greater interest. Moreover, the value-added groups tended access off-task websites in a periodic pattern before and after submission, whilst the control group was more likely to be off-task after submission. Although the control scenario fits prototypical "good regulation" (i.e., "work first, play later"), it was associated with lower interest, a detriment to long-term motivation (Sansone, et al., in press). Given this counterintuitive pattern, our study aimed to identify and analyze the nature of off-task website access, and whether certain sites or patterns were more beneficial for interest and performance. Websites were coded into the following categories: on-task, on-task/off-task blend, alternative image examples, off-task social, off-task personal, and other. Analysis revealed that patterns of off-task behavior varied by category as a func-tion of condition (control or value-added). Specifically, accessing alternative image examples and off-task personal concerns were significantly related to higher degrees of interest and performance (quiz scores). The findings suggest that, in addition to enhanced engagement as a venue for regulating interest and performance, off-task behaviors may serve as a distinct and novel means of achieving similar effects. Further research may elucidate a more detailed insight into off-task behaviors as regulatory mediators, with implications for structural adjust-ments in contemporary online learning environments. EXAMINING OFF-TASK BEHAVIORS AS REGU-LATORY MEDIATORS OF LONG-TERM INTEREST AND PERFORMANCE IN ONLINE LEARNING Andrew Y. Choi (Carol Sansone, Jonathan Butner, Joseph Zachary) Department of Psychology University of Utah honors college Andrew Y. Choi Carol Sansone Jonathan Butner Joseph Zachary |
