التفاصيل البيبلوغرافية
| العنوان: |
Self-regulation of motivation when learning online: the importance of who, why and how. |
| المؤلفون: |
Sansone, Carol, Fraughton, Tamra, Zachary, Joseph, Butner, Jonathan, Heiner, Cecily |
| المصدر: |
Educational Technology Research & Development; Apr2011, Vol. 59 Issue 2, p199-212, 14p, 1 Diagram |
| مصطلحات موضوعية: |
ONLINE education, ACADEMIC motivation, COMPUTER assisted instruction, STUDY & teaching of HTML, INTERNET in education, SELF-efficacy in students, HIGHER education |
| مصطلحات جغرافية: |
UNITED States |
| الشركة/الكيان: |
SLOAN Consortium (Organization) |
| مستخلص: |
Successful online students must learn and maintain motivation to learn. The Self-regulation of Motivation (SRM) model (Sansone and Thoman ) suggests two kinds of motivation are essential: Goals-defined (i.e., value and expectancy of learning), and experience-defined (i.e., whether interesting). The Regulating Motivation and Performance Online (RMAPO) project examines implications using online HTML lessons. Initial project results suggested that adding usefulness information (enhancing goals-defined motivation) predicted higher engagement levels (enhancing experience), which in turn predicted motivation (interest) and performance (HTML quiz) outcomes. The present paper examined whether individual interest in computers moderated these results. When provided the utility value information, students with higher (relative to lower) individual interest tended to display higher engagement levels, especially when usefulness was framed in terms of personal versus organizational applications. In contrast, higher engagement levels continued to positively predict outcomes regardless of individual interest. We discuss implications for designing optimal online learning environments. [ABSTRACT FROM AUTHOR] |
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| قاعدة البيانات: |
Complementary Index |
