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The Effects of Intrinsic and Extrinsic Motivation in An Virtual School World Language Courses: A Structural Equation Modeling Approach
PROCEEDINGS

, , , Michigan State University, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Among all the potential factors that affect the success of K-12 online learning, self-regulation learning is an essential one. This study compares the unique contributions of intrinsic and extrinsic motivation to online learning strategies and online learning success. The subjects consisted of 469 middle- and high-school students enrolled in online world language courses in a Midwestern virtual school. Structural equation modeling was employed to explore the relations between motivation, learning strategies, and learning success (i.e., satisfaction and perceived progress). Intrinsic motivation was found to predict satisfaction and perceived progress both directly and indirectly through online learning strategies, whereas extrinsic motivation only predicted the outcome variables indirectly.

Citation

Zhang, Y., Lin, C.H. & Ni, R. (2015). The Effects of Intrinsic and Extrinsic Motivation in An Virtual School World Language Courses: A Structural Equation Modeling Approach. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of SITE 2015--Society for Information Technology & Teacher Education International Conference (pp. 1516-1522). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved October 19, 2019 from .

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