Abstract
The purpose of this study was to investigate the digital learning readiness of secondary students by analyzing their self-regulation and self-motivation traits compared to their level of academic performance. This study focused on whether self-regulated learning traits and self-motivation traits are associated with academic performance of secondary students who self-select into an asynchronous online economics course. Descriptive and inferential statistical analyses were performed on data collected from the cross-sectional sample of secondary students in grades 10, 11, and 12 that were grouped according to their performance levels (high, average, and low). This procedure yielded analysis of both the contributions and predictive strength of individual variables within these traits. Students' perspective of their self-efficacy showed the strongest contributory and predictive strength in high academic achievers, along with a low perception of test anxiety. The study provides implications for the preparation of secondary online students.