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12. Cho, H. C. (2011). Effects of internal and external learning motivation, self-determination, goal orientation, self-perception, intelligence, and self-regulated learning strategy factors on learning attitude, learning behavior, and academic achievement. The Korean Journal of Educational Psychology, 25(1), 33-60. 

13. Choi, M. J. (2014). Influences of teaching presence, e-learning learning motivation, and self-regulated learning ability on learning effect in e-learning targeting adult learners -Focusing on the mediating effect of learning？presence-. Master's thesis at Sungshin Women's University Graduate School. 

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16. Maranna, S., Willison, J., Joksimovic, S., Parange, N. & Costabile, M. (2022). Factors that influence cognitive presence: A scoping review. Australasian Journal of Educational Technology, 38(4), 95-111. 

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17. Moore, R. L., & Miller, C.N. (2022). Fostering presence in online courses: A systematic review (2008-2020). Online Learning, 26(1), 130-149 

18. Pintrich, P. R., Smith, D. A. F., Garcia, T. & McKeachie, W. J. (1991). A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ). Ann Arbor: National Center for Research to Improve Postsecondary Teaching and Learning, The University of Michigan. 

19. Pool, J., Reitsma, G., & van den Berg, D. (2017). Revised community of inquiry framework: Examining learning？presence in a blended mode of delivery. Online Learning, 21(3), 153-165. 

20. Villanueva, J. A. R. (2021). Teaching Presence in K-12 Blended Learning Classes under the Alternative Delivery？Mode. International Journal on Open and Distance e-Learning, 7(1), 31-52. 

21. Villanueva, J. A., Redmond, P., & Galligan, L. (2022). Manifestations of Cognitive Presence in Blended Learning？Classes of the Philippine K 12 System. - Online Learning, 26(1), 19-37. 

22. Xue, J., Xu, X., Wu, Y. & Hu, P. (2023). Student perceptions of the community of inquiry framework and satisfaction: Examining the role of academic emotion and self-regulation in a structural model. Frontiers in Education, 8, 1-9. 

23. Zhong, Q., Wang, Y., Lv, W., Xu, J. & Zhang, Y. (2022). Self-Regulation, Teaching Presence, and Social Presence: Predictors of Students' Learning Engagement and Persistence in Blended Synchronous Learning. sustainability, 14, 1-18.