東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁 到查詢結果 [ null ]

切換: 標籤 | MARC模式 | ISBD

Difference in Online Learners' Intri...

Hall, Melinda Lee.

FindBook

Google Book

Amazon

博客來

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

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Difference in Online Learners' Intrinsic Motivation and Self-Regulated Learning./
作者:	Hall, Melinda Lee.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2023,
面頁冊數:	221 p.
附註:	Source: Dissertations Abstracts International, Volume: 85-04, Section: A.
Contained By:	Dissertations Abstracts International85-04A.
標題:	Adult education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30691413
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. - Ann Arbor : ProQuest Dissertations & Theses, 2023 - 221 p.

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

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

This item must not be sold to any third party vendors.

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.

ISBN: 9798380611718Subjects--Topical Terms:

543202
Adult education.
Subjects--Index Terms:

Intrinsic motivation

Difference in Online Learners' Intrinsic Motivation and Self-Regulated Learning.
LDR:02930nmm a2200397 4500 001 2393694
005 20240414211520.5
006 m o d
007 cr#unu||||||||
008 251215s2023 ||||||||||||||||| ||eng d
020 $a 9798380611718
035 $a (MiAaPQ)AAI30691413
035 $a AAI30691413
040 $a MiAaPQ $c MiAaPQ
100 1 $a Hall, Melinda Lee. $3 3763170
245 1 0 $a Difference in Online Learners' Intrinsic Motivation and Self-Regulated Learning.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2023
300 $a 221 p.
500 $a Source: Dissertations Abstracts International, Volume: 85-04, Section: A.
500 $a Advisor: Wagner-Loera, Daniela.
502 $a Thesis (Ed.D.)--Grand Canyon University, 2023.
506 $a This item must not be sold to any third party vendors.
520 $a 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.
590 $a School code: 1582.
650 4 $a Adult education. $3 543202
650 4 $a Higher education. $3 641065
650 4 $a Educational technology. $3 517670
653 $a Intrinsic motivation
653 $a Online learning
653 $a Retention
653 $a Self-efficacy
653 $a Self-regulated learning
690 $a 0516
690 $a 0745
690 $a 0710
710 2 $a Grand Canyon University. $b College of Doctoral Studies. $3 2097618
773 0 $t Dissertations Abstracts International $g 85-04A.
790 $a 1582
791 $a Ed.D.
792 $a 2023
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30691413