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Difference in Online Learners' Intrinsic Motivation and Self-Regulated Learning.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Difference in Online Learners' Intrinsic Motivation and Self-Regulated Learning./
Author:	Hall, Melinda Lee.
Description:	1 online resource (221 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-04, Section: A.
Contained By:	Dissertations Abstracts International85-04A.
Subject:	Adult education. -
Online resource:	click for full text (PQDT)
ISBN:	9798380611718

Difference in Online Learners' Intrinsic Motivation and Self-Regulated Learning.
Hall, Melinda Lee.

Difference in Online Learners' Intrinsic Motivation and Self-Regulated Learning. - 1 online resource (221 pages)

Source: Dissertations Abstracts International, Volume: 85-04, Section: A.

Thesis (Ed.D.)--Grand Canyon University, 2023.

Includes bibliographical references

It was not known if, or to what extent, there was a statistically significant difference in intrinsic motivation, self-efficacy, and self-regulated learning (SRL) between degree-seeking adult learners who passed versus those who failed, were at-risk of failing, or dropped their most recent online mathematics course in the United States. The purpose of this quantitative comparative study was to determine if, or to what extent, there was a statistically significant difference in intrinsic motivation, self-efficacy, and SRL between degree-seeking adult learners who passed versus those who failed, were at-risk of failing, or dropped their most recent online mathematics course in the United States. Andragogy and self-determination theory (SDT) served as theoretical foundations for this research. The three research questions sought to determine if, or to what extent, there was a statistically significant difference in intrinsic motivation, self-efficacy, and SRL between the two groups. The sample included 199 learners from the 2022-2023 school year; 140 learners had passed, and 59 learners had failed, were at-risk of failing, or dropped their most recent online mathematics course. Inclusion criteria for the study required participants to be at least 18 years or older and to have taken or currently taking an online mathematics course. The MSLQ was used to measure intrinsic motivation, self-efficacy, and SRL. The data were analyzed using the independent samples t-test, and the results showed that there was a statistically significant difference in self-efficacy between the two groups; however, there was not a statistically significant difference in intrinsic motivation or SRL.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798380611718Subjects--Topical Terms:

555548
Adult education.
Subjects--Index Terms:

Intrinsic motivationIndex Terms--Genre/Form:

554714
Electronic books.

Difference in Online Learners' Intrinsic Motivation and Self-Regulated Learning.
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