東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Mediating Effect of Psychological Ne...

Ramis, Tamilselvan,

Linked to FindBook

Google Book

Amazon

博客來

Mediating Effect of Psychological Needs Satisfaction for Presence, Gratitude, and Academic Motivation During Online Learning Among Malaysian Private University Undergraduates /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Mediating Effect of Psychological Needs Satisfaction for Presence, Gratitude, and Academic Motivation During Online Learning Among Malaysian Private University Undergraduates // Tamilselvan Ramis.
Author:	Ramis, Tamilselvan,
Description:	1 electronic resource (266 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 86-06, Section: A.
Contained By:	Dissertations Abstracts International86-06A.
Subject:	Online instruction. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31781689
ISBN:	9798346790082

Mediating Effect of Psychological Needs Satisfaction for Presence, Gratitude, and Academic Motivation During Online Learning Among Malaysian Private University Undergraduates /
Ramis, Tamilselvan,

Mediating Effect of Psychological Needs Satisfaction for Presence, Gratitude, and Academic Motivation During Online Learning Among Malaysian Private University Undergraduates /Tamilselvan Ramis. - 1 electronic resource (266 pages)

Source: Dissertations Abstracts International, Volume: 86-06, Section: A.

Academic motivation is a vital aspect of human learning and development. It is essential to better understand both direct and indirect predictors of superior academic motivation, to address the problem of declining academic motivation among undergraduates in online learning. As lack of interaction has been cited as a central reason for reduced academic motivation in online learning, this study examined the associations between (i) presence and academic motivation and (ii) gratitude and academic motivation, as well as the mediating role of psychological needs satisfaction on the relationships between (i) presence and academic motivation and (ii) gratitude and academic motivation, particularly, among undergraduates during online learning at private universities in Malaysia. A correlational research design was employed in this study. Two hundred and fifty students who are pursuing their tertiary education in private universities across the country, recruited via convenience sampling, filled in an online survey. The variables namely presence, gratitude, academic motivation, and psychological needs satisfaction were measured using the Community of Inquiry Survey, the Gratitude Questionnaire-Six-Item Form, the Academic Motivation Scale as well as Basic Psychological Need Satisfaction and Frustration Scale respectively. Pearson's r with bootstrapping analyses revealed that there is a significant positive relationship between presence and autonomous academic motivation as well as between presence and controlled academic motivation. There is also a significant negative relationship between presence and academic amotivation. In addition, there is a significant positive relationship between gratitude and autonomous academic motivation. There is a significant negative relationship between gratitude and academic amotivation. However, it was found that there is no significant relationship gratitude and controlled academic motivation. Furthermore, PLS-SEM analyses suggested that psychological needs satisfaction significantly mediates the relationship between social presence and autonomous academic motivation (β = 0.100, p = .021), but not the relationship between cognitive (β = 0.061, p= .140) and teaching presences (β = -0.039, p = .315) and autonomous academic motivation. Psychological needs satisfaction significantly mediates the relationship between gratitude and autonomous academic motivation (β = 0.090, p = .003). However, it was found that psychological needs satisfaction does not significantly mediate the relationships between cognitive (β = 0.004, p= .846), social (β = 0.006, p = .826), and teaching presences (β = -0.002, p= .866) and controlled academic motivation. Psychological needs satisfaction does not significantly mediate the relationship between gratitude and controlled academic motivation as well (β = 0.006, p= .827). Further, psychological needs satisfaction was found to significantly mediate the relationship between social presence and academic amotivation (β = -0.125, p = .013), but not the relationship between cognitive (β = -0.076, p= .122) and teaching presences (β = 0.049, p= .311) and academic amotivation. Psychological needs satisfaction significantly mediates the relationship between gratitude and academic amotivation (β= -0.113, p = .001). The findings of the current study provide insights into addressing the problem of low academic motivation among students during online learning, in turn, aid university administrations to address the higher rates of attrition in online learning.

English

ISBN: 9798346790082Subjects--Topical Terms:

3562296
Online instruction.

Mediating Effect of Psychological Needs Satisfaction for Presence, Gratitude, and Academic Motivation During Online Learning Among Malaysian Private University Undergraduates /
LDR:04948nmm a22003853i 4500 001 2428332
005 20250414021708.5
006 m o d
007 cr|nu||||||||
008 261011s2024 miu||||||m |||||||eng d
020 $a 9798346790082
035 $a (MiAaPQD)AAI31781689
035 $a (MiAaPQD)Malayastudentsrepoumedumy15476
035 $a AAI31781689
040 $a MiAaPQD $b eng $c MiAaPQD $e rda
100 1 $a Ramis, Tamilselvan, $e author. $3 3815470
245 1 0 $a Mediating Effect of Psychological Needs Satisfaction for Presence, Gratitude, and Academic Motivation During Online Learning Among Malaysian Private University Undergraduates / $c Tamilselvan Ramis.
264 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2024
300 $a 1 electronic resource (266 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 86-06, Section: A.
500 $a Advisors: Cheong, Loh Sau.
502 $b Ph.D. $c University of Malaya (Malaysia) $d 2024.
520 $a Academic motivation is a vital aspect of human learning and development. It is essential to better understand both direct and indirect predictors of superior academic motivation, to address the problem of declining academic motivation among undergraduates in online learning. As lack of interaction has been cited as a central reason for reduced academic motivation in online learning, this study examined the associations between (i) presence and academic motivation and (ii) gratitude and academic motivation, as well as the mediating role of psychological needs satisfaction on the relationships between (i) presence and academic motivation and (ii) gratitude and academic motivation, particularly, among undergraduates during online learning at private universities in Malaysia. A correlational research design was employed in this study. Two hundred and fifty students who are pursuing their tertiary education in private universities across the country, recruited via convenience sampling, filled in an online survey. The variables namely presence, gratitude, academic motivation, and psychological needs satisfaction were measured using the Community of Inquiry Survey, the Gratitude Questionnaire-Six-Item Form, the Academic Motivation Scale as well as Basic Psychological Need Satisfaction and Frustration Scale respectively. Pearson's r with bootstrapping analyses revealed that there is a significant positive relationship between presence and autonomous academic motivation as well as between presence and controlled academic motivation. There is also a significant negative relationship between presence and academic amotivation. In addition, there is a significant positive relationship between gratitude and autonomous academic motivation. There is a significant negative relationship between gratitude and academic amotivation. However, it was found that there is no significant relationship gratitude and controlled academic motivation. Furthermore, PLS-SEM analyses suggested that psychological needs satisfaction significantly mediates the relationship between social presence and autonomous academic motivation (β = 0.100, p = .021), but not the relationship between cognitive (β = 0.061, p= .140) and teaching presences (β = -0.039, p = .315) and autonomous academic motivation. Psychological needs satisfaction significantly mediates the relationship between gratitude and autonomous academic motivation (β = 0.090, p = .003). However, it was found that psychological needs satisfaction does not significantly mediate the relationships between cognitive (β = 0.004, p= .846), social (β = 0.006, p = .826), and teaching presences (β = -0.002, p= .866) and controlled academic motivation. Psychological needs satisfaction does not significantly mediate the relationship between gratitude and controlled academic motivation as well (β = 0.006, p= .827). Further, psychological needs satisfaction was found to significantly mediate the relationship between social presence and academic amotivation (β = -0.125, p = .013), but not the relationship between cognitive (β = -0.076, p= .122) and teaching presences (β = 0.049, p= .311) and academic amotivation. Psychological needs satisfaction significantly mediates the relationship between gratitude and academic amotivation (β= -0.113, p = .001). The findings of the current study provide insights into addressing the problem of low academic motivation among students during online learning, in turn, aid university administrations to address the higher rates of attrition in online learning.
546 $a English
590 $a School code: 1293
650 4 $a Online instruction. $3 3562296
650 4 $a Private schools. $3 1003110
650 4 $a Distance learning. $3 3557921
650 4 $a COVID-19. $3 3554449
650 4 $a Educational technology. $3 517670
650 4 $a Southeast Asian studies. $3 3344898
650 4 $a Education. $3 516579
690 $a 0710
690 $a 0222
690 $a 0515
710 2 $a University of Malaya (Malaysia). $e degree granting institution. $3 3765814
720 1 $a Cheong, Loh Sau $e degree supervisor.
773 0 $t Dissertations Abstracts International $g 86-06A.
790 $a 1293
791 $a Ph.D.
792 $a 2024
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31781689