انگیزه در یادگیری آنلاین: تست یک مدل از تئوری حق تعیین سرنوشت
|کد مقاله||سال انتشار||مقاله انگلیسی||ترجمه فارسی||تعداد کلمات|
|59856||2010||12 صفحه PDF||سفارش دهید||محاسبه نشده|
Publisher : Elsevier - Science Direct (الزویر - ساینس دایرکت)
Journal : Computers in Human Behavior, Volume 26, Issue 4, July 2010, Pages 741–752
As high attrition rates becomes a pressing issue of online learning and a major concern of online educators, it is important to investigate online learner motivation, including its antecedents and outcomes. Drawing on Deci and Ryan’s self-determination theory, this study proposed and tested a model for online learner motivation in two online certificate programs (N = 262). Results from structural equation modeling provided evidence for the mediating effect of need satisfaction between contextual support and motivation/self-determination; however, motivation/self-determination failed to predict learning outcomes. Additionally, this study supported SDT’s main theorizing that intrinsic motivation, extrinsic motivation, and amotivation are distinctive constructs, and found that the direct effect and indirect effects of contextual support exerted opposite impacts on learning outcomes. Implications for online learner support were discussed.