Developmental regulation processes and age-related motivation of distance education students

Abstract The rise of technological advancements and the pandemic have made distance education increasingly prevalent, demanding high levels of self-regulation. This research addresses the integration of three core developmental regulation models of lifespan development and the motivators proposed by self-determination theory. Although regulation models are widely used in organizational contexts, their application in education is limited. Action regulation strategies and motivation are essential for student success across the lifespan. Age diversity can also influence students’ responses to these demands. Thus, this study aimed to gain insights into regulatory processes (meta-regulation, goal engagement, and disengagement) and motivation (internal and external) in undergraduate distance-learning students of psychology. Three hundred thirty-eight students (74.9% females) from different developmental stages of emerging adulthood, early adulthood, and middle adulthood participated in an online survey (aged 18–58 years; M = 30.80, SD = 10.18). Results revealed that middle-aged students scored higher on internal motivation compared to those in emerging and early adulthood. Conversely, the emerging adult group reported higher external motivation. Canonical correlation analysis (CCA) indicated higher levels of relentlessly pursuing goals in conjunction with meta-regulation might enhance the internal motivation of distance education students across various developmental stages. This study extends developmental regulation models to (distance) education, highlighting the significant relationship between internal and external motivation. It underscores the importance of developmental regulation and motivation for students from various backgrounds. Given the growing prevalence of distance education, the study discusses implications for supporting positive outcomes for distance learners.