Students’ Self-Motivation, Self-Efficacy, Self-Regulation in Virtual Laboratory in Human Anatomy Subject

The virtual laboratory can be described as an info-communication system, which is used by teachers to create virtual experiments and learning materials and by students to gain knowledge through these virtual experiments. In order to have a better understanding on the behavior of psychology students toward virtual laboratory system, it is necessary to analyze their self-motivation, self-efficacy, and self-regulation in the cognitive process of learning and the virtual laboratory as an info-communication system together. Thirty two undergraduate Psychology students under Human Anatomy General Education subject responded to the three types of research questionnaires: self-motivation, self- efficacy and self-regulation. This study indicates that psychology students are intrinsically motivated where their behaviors are engaged in for their own sake, in other words, for the pleasure and satisfaction derived from performing them, have high self-efficacy or beliefs in one's capabilities to organize and execute the courses of action required to produce given attainments and have high self-regulation where students have the ability to understand and manage their behaviors and reactions to feelings and things happening around them. This research shows that there is a significant difference among the level of motivation, self-efficacy, and self- regulation. It further shows that there is a high correlation coefficient between the level of motivation and self- regulation, motivation and self-efficacy and self-efficacy and self-regulation.