Die Bedeutung intrinsischer Motivation

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Students’ level of perceived enjoyment is positively associated with their level of continued intention to use online SRL. Friedmann, L. C., Nelson, D. V., Webb, J. A., Hoffmann, L. P., & Baer, P. E. (1994). Dispositional Optimism, Self-efficacy, and Health Beliefs as Predictors of Breast Selfexamination, American Journal of Preventive Medicine, 10(3), 130–135. Bei der extrinsischen Motivation spielen Anreize, die von außen wirken eine wichtige Rolle. So spielst Du zum Beispiel Fussball um attraktiver oder fitter auf andere Menschen zu wirken. Oder Du strengst Dich an, damit der Trainer Dich am Wochenende aufgestellt, weil er nur mit Dir das beste Ergebnis erzielt. Yang, C.-C., & Brown, B. B. (2015). Factors involved in associations between Facebook use and college adjustment: social competence, perceived usefulness, and use patterns. Computers in Human Behavior, 46(3), 245–253. https://doi.org/10.1016/j.chb.2015.01.015.

Carr, S. (2000). As distance education comes of age, the challenge is keeping the students. Chronicle of Higher Education, 46(23), A39–A41. Brody, B. L., Roch-Levecq, A. C., Kaplan, R. M., Moutier, C. Y., & Brown, S. I. (2006). Agerelated macular degeneration: self-management and reduction of depressive symptoms in a randomized, controlled study. Journal of the American Geriatrics society, 54(10), 1557–1562. Dierks, M.-L. (2002). Brustselbstuntersuchung. In R. Schwarzer, M. Jerusalem & H. Weber (Hrsg.), Gesundheitspsychologie von A–Z (S. 52–55). Göttingen: Hogrefe.Grawe, K., Donati, R., & Bernauer, F. (2001). Psychotherapie im Wandel – von der Konfession zur Profession, 5. unveränd. Aufl. Göttingen: Hogrefe. The present study explores the role of perceived autonomy, perceived competence and perceived relatedness in explaining the influence of intrinsic and extrinsic motivation on the continued intention to engage in online SRL. Intrinsic and extrinsic motivations are operationalized using the constructs of perceived enjoyment and perceived usefulness, respectively.

Lee, M. K. O., Cheung, C. M. K., & Chen, Z. (2005). Acceptance of Internet-based learning medium: the role of extrinsic and intrinsic motivation. Information & Management, 42(8), 1095–1104. The goal of the present study is based on SDT to explain the role of intrinsic and extrinsic motivation in continued intention to engage in online SRL. The direct relation from intrinsic and extrinsic motivation to continued intention, from perceived autonomy, competence and relatedness to intrinsic motivation and extrinsic motivation, are examined. To achieve the study objective, a theory model is empirically tested by 227 undergraduates who enrolled in online learning.Compeau, D., Higgins, C. A., & Huff, S. (1999). Social cognitive theory and individual reactions to computing technology: a longitudinal study. MIS Quarterly, 23(2), 145–158. The research was conducted with undergraduates (sophomores and juniors) from a Chinese University that provides a MOOC platform including rich course. The students in the university can freely choose these courses in the MOOC platform to study and used online learning in the past because they had a required course in the first semester to learn how to use the Internet. The survey posted on the course message board and started on 15th September 2018 and lasted for half a month. The survey included three sections. In the first section, we briefly introduced the purpose of this study and ensures confidentiality. In the second section, we asked the participants to faithfully evaluate every questions in questionnaire. In the final section, the participants were asked to fill in demographic information, including gender, online time per day, and majors. Fuchs, R., & Schwarzer, R. (1994). Selbstwirksamkeit zur sportlichen Aktivität: Reliabilität und Validität eines neuen Messinstruments. Zeitschrift für Differentielle und Diagnostische Psychologie, 15(3), 141–154. Pintrich, P. R. (1999). The role of motivation in promoting and sustaining self-regulated learning. International Journal of Educational Research, 31(6), 459–470.

This study verified the structural hypotheses of the proposed model by analyzing the structural estimates produced by PLS. A standard bootstrapping procedure (Yung and Bentler 1996) with 1000 re-samples comprising identical number of cases in the original sample was applied to determine the significance of each estimated path coefficient. Fig. 2 shows the results of the structural path analysis. Standardized regression coefficients are shown above each path, and the R‑squared is shown with each endogenous variable.Sørebø, Ø., Halvari, H., Gulli, V. F., & Kristiansen, R. (2009). The role of self-determination theory in explaining teachers’ motivation to continue to use e‑learning technology. Computers & Education, 53(4), 1177–1187. https://doi.org/10.1016/j.compedu.2009.06.001. Li, D., Chau, P. Y. K., & Lou, H. (2005). Understanding individual adoption of instant messaging: an empirical investigation. Journal of the Association for Information Systems, 6(4), 102–129.