| dc.contributor | 教育學院 | zh_Tw |
| dc.creator (作者) | 陳揚學 | zh_TW |
| dc.creator (作者) | Chen, Kuan-Chung | en_US |
| dc.creator (作者) | Jang, Syh-Jong | en_US |
| dc.date (日期) | 2010 | en_US |
| dc.date.accessioned | 21-三月-2018 17:32:32 (UTC+8) | - |
| dc.date.available | 21-三月-2018 17:32:32 (UTC+8) | - |
| dc.date.issued (上傳時間) | 21-三月-2018 17:32:32 (UTC+8) | - |
| dc.identifier.uri (URI) | http://nccur.lib.nccu.edu.tw/handle/140.119/116400 | - |
| dc.description.abstract (摘要) | 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. | en_US |
| dc.format.extent | 869818 bytes | - |
| dc.format.mimetype | application/pdf | - |
| dc.relation (關聯) | Computers in Human Behavior, No.26, pp.741-752 | |
| dc.subject (關鍵詞) | Online learning ; Motivation ; Self-determination theory ; Structural equation modeling ; Student support ; Instructional strategies | en_US |
| dc.title (題名) | Motivation in online learning: Testing a model of self-determination theory. | zh_TW |
| dc.type (資料類型) | article | |
| dc.identifier.doi (DOI) | 10.1016/j.chb.2010.01.011 | |
| dc.doi.uri (DOI) | https://doi.org/10.1016/j.chb.2010.01.011 | |
