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A CORRELATIONAL STUDY BETWEEN LEARNING MOTIVATION AND SATISFACTION IN ONLINE COURSES
Corresponding Author(s) : Abdul Malik Muhamed Ismail
Humanities & Social Sciences Reviews,
Vol. 8 No. 1 (2020): January
Abstract
Purpose of the study: The current study was carried out to find out the correlation between Learning Motivation and Learning Satisfaction of graduate students enrolled in English online courses in Alama Iqbal Open University which is one of the oldest distance education institutes of Pakistan having 1.7 million enrolments every year.
Methodology: Situational Motivation Scale (SIMS) measuring four types of motivation. The scale consists of 16 items. 150 students were selected through a convenient sampling method from the two-degree programs studying English Language as a compulsory offered online by the University. The data collected was quantitative in nature and it was analysed through Pearson correlation.
Main Findings: Pearson correlation of the data reveals that there exists a strong positive correlation between different types of Learning Motivation and Learning Satisfaction. The data reveal a strong correlation between motivation and satisfaction and tutor and tutorial and weak correlation Course content and organization.
Applications of this study: The study suggests that through the use of more advanced technology and more integrated technology these educational goals for distance learners can be achieved. Therefore, while preparing lessons teachers should keep in mind the maximum utility of resources, use of internet and multimedia in the most effective way to relate them to course contents for the attainment of objectives of the course.
Novelty/Originality of this study: Online distance education is not a very common research area in Pakistan. Only a handful of studies have been conducted especially considering the motivation and satisfaction of these students. Hence it is a first-hand study of its kind, and the results will be useful for Higher Education Institutes.
Keywords
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- Abraugh, J. B. (2000), How classroom environment and student engagement affecting in internet-based MBA courses, Business Communication Quarterly, Vol.4, pp.9-26. https://doi.org/10.1177/108056990006300402 DOI: https://doi.org/10.1177/108056990006300402
- Aktaruzzaman, M& Plunkett, M. (2017). Institutional and community perceptions of distance education in Bangladesh: preparing for the 21st century. Turkish Online Journal of Distance Education. 18. https://doi.org/10.17718/tojde.340370 DOI: https://doi.org/10.17718/tojde.340370
- Ali Arshad, (2019) Retrieved from http://educationist.com.pk/aiou-enrolment-reaches-1-7-million-64-are-female-students/
- Astin, A. W. (1993). Diversity and multiculturalism on the campus: How are students affected?. Change: The Magazine of Higher Learning, 25(2), 44-49. https://doi.org/10.1080/00091383.1993.9940617 DOI: https://doi.org/10.1080/00091383.1993.9940617
- Astin, A. W. (1997). What matters in college? JB.
- Azeiteiro, U. M., Bacelar-Nicolau, P., Caetano, F. J., & Caeiro, S. (2015). Education for sustainable development through e-learning in higher education: experiences from Portugal. Journal of Cleaner Production, 106, 308-319. https://doi.org/10.1016/j.jclepro.2014.11.056 DOI: https://doi.org/10.1016/j.jclepro.2014.11.056
- Chang, C. F. & Lin, C. S. (1989). Educational Psychology. Taipei: Tung Hua.
- Chang, C. X. (1991), Modern Psychology. Taipei: Tung Hua.
- Chen, G. E. (1997). A study of the relationship among students’ learning styles, learning satisfaction and learning achievement in National Open University. Unpublished master’s thesis, National Taiwan Normal University, Taiwan.
- Clarke, T., & Hermens, A. (2001). Corporate developments and strategic alliances in e- learning. Education and Training, 43(4/5), 256-267. https://doi.org/10.1108/00400910110399328 DOI: https://doi.org/10.1108/00400910110399328
- Creswel, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches. Los angeles: University of Nebraska–Lincoln.
- Danis, C., & Tremblay, V.A. (1987). Propositions regarding autodidactic learning and their implications for teaching. Lifelong learning: An Omnibus of Practice and Research,10(7),4-7.
- Davies, J., & Graff, M. (2005). Performance in e-learning: Online participation and student grades. British Journal of Educational Technology, 36(4), 657-663. https://doi.org/10.1111/j.1467-8535.2005.00542.x DOI: https://doi.org/10.1111/j.1467-8535.2005.00542.x
- De Freitas, S. I., Morgan, J., & Gibson, D. (2015). Will MOOCs transform learning and teaching in higher education? Engagement and course retention in online learning provision. British Journal of Educational Technology, 46(3), 455-471. https://doi.org/10.1111/bjet.12268 DOI: https://doi.org/10.1111/bjet.12268
- Deci, E. L., & Ryan, R. M. (1985). The general causality orientations scale: Self-determination in personality. Journal of research in personality, 19(2), 109-134. https://doi.org/10.1016/0092-6566(85)90023-6 DOI: https://doi.org/10.1016/0092-6566(85)90023-6
- Deci, E. L., & Ryan, R. M. (2000). The what and the why of goal pursuits: Human needs and the self-determination of behaviour. Psychological Inquiry, 11, 227-268. https://doi.org/10.1207/S15327965PLI1104_01 DOI: https://doi.org/10.1207/S15327965PLI1104_01
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- Educational Encyclopedia Dictionary Editing Committee. (1994). Educational Encyclopedia Dictionary. Taipei: Wu Nan.
- Eom, S. B., & Ashill, N. (2016). The determinants of students’ perceived learning outcomes and satisfaction in university online education: An update. Decision Sciences Journal of Innovative Education, 14(2), 185-215. https://doi.org/10.1111/j.1540-4609.2006.00114.x DOI: https://doi.org/10.1111/j.1540-4609.2006.00114.x
- Field, A. (2016). An adventure in statistics: The reality enigma. Sage.
- Fraser, W. (2017). Science teacher educators’ engagement with pedagogical content knowledge and scientific inquiry in predominantly paper-based distance learning programs. Turkish Online Journal of Distance Education. 18. https://doi.org/10.17718/tojde.340375 DOI: https://doi.org/10.17718/tojde.340375
- Harvey, L., Locke, W., & Morey, A. (2002). Enhancing Employability, Recognizing Diversity. London: Universities UK.
- Huang, Y. X. (2002). The study on learning motivation and learning satisfaction degree in Community College learners. Unpublished master’s thesis, National Chung Cheng University, Taiwan.
- Johnson, S. D., Aragon, S. R., & Shaik, N. (2000). Comparative analysis of learner satisfaction and learning outcomes in online and face-to-face learning environments. Journal of interactive learning research, 11(1), 29-49.
- Jones, S. (2008). Internet goes to college: How students are living in the future with today's technology. Diane Publishing.
- Kaye, A. T., & Rumble, G. (Eds.). (2018). Distance teaching for higher and adult education. Routledge. https://doi.org/10.4324/9780429430930 DOI: https://doi.org/10.4324/9780429430930
- Kehrwald, B. A., & McCallum, F. (2015). Degrees of change: Understanding academics experiences with a shift to flexible technology-enhanced learning in initial teacher education. Australian Journal of Teacher Education, 40(7), n7. https://doi.org/10.14221/ajte.2015v40n7.4 DOI: https://doi.org/10.14221/ajte.2015v40n7.4
- Kem, D. (2018). Role of Information and Communication Technology in Open and Distance Learning. research journal of social sciences, 9(11).
- Khan, M. I., Shin, J. H., & Kim, J. D. (2018). The promising future of microalgae: current status, challenges, and optimization of a sustainable and renewable industry for biofuels, feed, and other products. Microbial cell factories, 17(1), 36. https://doi.org/10.1186/s12934-018-0879-x DOI: https://doi.org/10.1186/s12934-018-0879-x
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- Lin, M. C. (2000). The study of interaction between teachers and students and the satisfaction of learning in National Open University. Unpublished master’s thesis, National Kaohsiung Normal University, Taiwan.
- Lin, S. S., Liu, E. Z. F., & Yuan, S. M. (2001). Webâ€based peer assessment: feedback for students with various thinkingâ€styles. Journal of computer assisted Learning, 17(4), 420-432. https://doi.org/10.1046/j.0266-4909.2001.00198.x DOI: https://doi.org/10.1046/j.0266-4909.2001.00198.x
- Ma, F. T. (1989). The study of teachers’ teaching behaviors and students’ learning satisfaction in short-term courses at Social Education Center. Unpublished master’s thesis, National Taiwan Normal University, Taiwan.
- MartÃn-RodrÃguez, Ó., Fernández-Molina, J. C., Montero-Alonso, M. Ã., & González-Gómez, F. (2015). The main components of satisfaction with e-learning. Technology, Pedagogy and Education, 24(2), 267-277. https://doi.org/10.1080/1475939X.2014.888370 DOI: https://doi.org/10.1080/1475939X.2014.888370
- Nayan, L. M., Othman, S. S., Tiong, L. K., & Hasan, N. N. N. (2018). Reading Motivation of Online.
- News among Youth in Sub-Urban Area. International Journal of Academic Research in Business and Social Sciences, 8(8), 700–709.
- Ongoz, S. (2018). The use of ict tools in e-mentoring: a case study. Turkish Online Journal of Distance Education. 19. https://doi.org/10.17718/tojde.471655 DOI: https://doi.org/10.17718/tojde.471655
- Pakistan Education Statistics 2016-17. (2017). 25th Annual Publication since 1992-93. Unicef.
- Peters, O. (2001). Learning and Teaching in Distance Education: Analysis and Interpretations from an International Perspective. London: Kogan Page.
- Rahmi, B. A. K. I., Birgoren, B., & Aktepe, A. (2018). A Meta Analysis of Factors Affecting Perceived Usefulness and Perceived Ease of Use in The Adoption of E-Learning Systems. Turkish Online Journal of Distance Education, 19(4), 4-42. https://doi.org/10.17718/tojde.471649 DOI: https://doi.org/10.17718/tojde.471649
- Richardson, J., & Swan, K. (2003). Examing social presence in online courses in relation to students' perceived learning and satisfaction.
- Rovai, A. P. (2002). Sense of community, perceived cognitive learning, and persistence in asynchronous learning networks. The Internet and Higher Education, 5(4), 319-332. https://doi.org/10.1016/S1096-7516(02)00130-6 DOI: https://doi.org/10.1016/S1096-7516(02)00130-6
- Settha Kuama & Usa Intharaksa, (2016). Is Online Learning Suitable for All English Language Students? PASAA.52.
- Shin, Y. M. (2010). The impacts of self-efficacy and job stress on learning motivation - Case study on staff of International Tourist Hotels in Taichung City. Published master’s thesis, Chaoyang University of Technology, Taiwan.
- Shopova, T. (2014). Digital literacy of students and its improvement at the universityâ€, Journal on Efficiency and Responsibility in Education and Science, 7(2) (pp.26-32). https://doi.org/10.7160/eriesj.2014.070201 DOI: https://doi.org/10.7160/eriesj.2014.070201
- Shroff, R. H., & Vogel, D. R. (2009). Assessing the factors deemed to support individual student intrinsic motivation in technology supported online and face-to-face discussions. Journal of Information Technology Education: Research, 8(1), 59-85. https://doi.org/10.28945/160 DOI: https://doi.org/10.28945/160
- Sogunro, O. A. (2015). Motivating factors for adult learners in higher education. International Journal of Higher Education, 4(1), 22-37. https://doi.org/10.5430/ijhe.v4n1p22 DOI: https://doi.org/10.5430/ijhe.v4n1p22
- Sun, P. C., Tsai, R. J., Finger, G., Chen, Y. Y., & Yeh, D. (2008). What drives a successful e-Learning? An empirical investigation of the critical factors influencing learner satisfaction. Computers & education, 50(4), 1183-1202. https://doi.org/10.1016/j.compedu.2006.11.007 DOI: https://doi.org/10.1016/j.compedu.2006.11.007
- Swan, K. (2001). Virtual interaction: Design factors affecting student satisfaction and perceived learning in asynchronous online courses. Distance education, 22(2), 306-331. https://doi.org/10.1080/0158791010220208 DOI: https://doi.org/10.1080/0158791010220208
- Tsai, H. H. & Chang, Y. P. (2007). The impact of learning motivation on learning effect: The moderator of perceived leadership. Chung Hua Journal of Management. 8(4): 1-18.
- Tsai, M. J. (2009). The model of strategic e-learning: Understanding and evaluating student e-learning from metacognitive perspectives. Educational Technology & Society, 12(1), 34-48.
- Tsitskari E., Tzetzis G. & Vernadakis N. (2014). Assessing fan motivation in a Greek population; the psychometric evaluation of SPEED. International Journal of Sports Psychology, 45 (2), 138-15.
- Vansteenkiste, M., Simons, J., Lens, W., Sheldon, K. M., & Deci, E. L. (2004). Motivating learning, performance, and persistence: the synergistic effects of intrinsic goal contents and autonomy-supportive contexts. Journal of personality and social psychology, 87(2), 246. https://doi.org/10.1037/0022-3514.87.2.246 DOI: https://doi.org/10.1037/0022-3514.87.2.246
- Vovides, Y., Sanchez-Alonso, S., Mitropoulou, V., & Nickmans, G. (2007). The use of e-learning course management systems to support learning strategies and to improve self-regulated learning. Educational Research Review, 2(1), 64-74. https://doi.org/10.1016/j.edurev.2007.02.004 DOI: https://doi.org/10.1016/j.edurev.2007.02.004
- Woltering, V., Herrler, A., Spitzer, K., & Spreckelsen, C. (2009). Blended learning positively affects students’ satisfaction and the role of the tutor in the problem-based learning process: results of a mixed-method evaluation. Advances in Health Sciences Education, 14(5), 725. https://doi.org/10.1007/s10459-009-9154-6 DOI: https://doi.org/10.1007/s10459-009-9154-6
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References
Abraugh, J. B. (2000), How classroom environment and student engagement affecting in internet-based MBA courses, Business Communication Quarterly, Vol.4, pp.9-26. https://doi.org/10.1177/108056990006300402 DOI: https://doi.org/10.1177/108056990006300402
Aktaruzzaman, M& Plunkett, M. (2017). Institutional and community perceptions of distance education in Bangladesh: preparing for the 21st century. Turkish Online Journal of Distance Education. 18. https://doi.org/10.17718/tojde.340370 DOI: https://doi.org/10.17718/tojde.340370
Ali Arshad, (2019) Retrieved from http://educationist.com.pk/aiou-enrolment-reaches-1-7-million-64-are-female-students/
Astin, A. W. (1993). Diversity and multiculturalism on the campus: How are students affected?. Change: The Magazine of Higher Learning, 25(2), 44-49. https://doi.org/10.1080/00091383.1993.9940617 DOI: https://doi.org/10.1080/00091383.1993.9940617
Astin, A. W. (1997). What matters in college? JB.
Azeiteiro, U. M., Bacelar-Nicolau, P., Caetano, F. J., & Caeiro, S. (2015). Education for sustainable development through e-learning in higher education: experiences from Portugal. Journal of Cleaner Production, 106, 308-319. https://doi.org/10.1016/j.jclepro.2014.11.056 DOI: https://doi.org/10.1016/j.jclepro.2014.11.056
Chang, C. F. & Lin, C. S. (1989). Educational Psychology. Taipei: Tung Hua.
Chang, C. X. (1991), Modern Psychology. Taipei: Tung Hua.
Chen, G. E. (1997). A study of the relationship among students’ learning styles, learning satisfaction and learning achievement in National Open University. Unpublished master’s thesis, National Taiwan Normal University, Taiwan.
Clarke, T., & Hermens, A. (2001). Corporate developments and strategic alliances in e- learning. Education and Training, 43(4/5), 256-267. https://doi.org/10.1108/00400910110399328 DOI: https://doi.org/10.1108/00400910110399328
Creswel, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches. Los angeles: University of Nebraska–Lincoln.
Danis, C., & Tremblay, V.A. (1987). Propositions regarding autodidactic learning and their implications for teaching. Lifelong learning: An Omnibus of Practice and Research,10(7),4-7.
Davies, J., & Graff, M. (2005). Performance in e-learning: Online participation and student grades. British Journal of Educational Technology, 36(4), 657-663. https://doi.org/10.1111/j.1467-8535.2005.00542.x DOI: https://doi.org/10.1111/j.1467-8535.2005.00542.x
De Freitas, S. I., Morgan, J., & Gibson, D. (2015). Will MOOCs transform learning and teaching in higher education? Engagement and course retention in online learning provision. British Journal of Educational Technology, 46(3), 455-471. https://doi.org/10.1111/bjet.12268 DOI: https://doi.org/10.1111/bjet.12268
Deci, E. L., & Ryan, R. M. (1985). The general causality orientations scale: Self-determination in personality. Journal of research in personality, 19(2), 109-134. https://doi.org/10.1016/0092-6566(85)90023-6 DOI: https://doi.org/10.1016/0092-6566(85)90023-6
Deci, E. L., & Ryan, R. M. (2000). The what and the why of goal pursuits: Human needs and the self-determination of behaviour. Psychological Inquiry, 11, 227-268. https://doi.org/10.1207/S15327965PLI1104_01 DOI: https://doi.org/10.1207/S15327965PLI1104_01
Deci, E., & Ryan, R. (2004). Overview of self-determination theory: An organismic dialectical perspective. In E. Deci, & R. Ryan (Eds), Handbook of self - determination research (pp. 3-33). Rochester N.Y.: The University of Rochester Press.
Educational Encyclopedia Dictionary Editing Committee. (1994). Educational Encyclopedia Dictionary. Taipei: Wu Nan.
Eom, S. B., & Ashill, N. (2016). The determinants of students’ perceived learning outcomes and satisfaction in university online education: An update. Decision Sciences Journal of Innovative Education, 14(2), 185-215. https://doi.org/10.1111/j.1540-4609.2006.00114.x DOI: https://doi.org/10.1111/j.1540-4609.2006.00114.x
Field, A. (2016). An adventure in statistics: The reality enigma. Sage.
Fraser, W. (2017). Science teacher educators’ engagement with pedagogical content knowledge and scientific inquiry in predominantly paper-based distance learning programs. Turkish Online Journal of Distance Education. 18. https://doi.org/10.17718/tojde.340375 DOI: https://doi.org/10.17718/tojde.340375
Harvey, L., Locke, W., & Morey, A. (2002). Enhancing Employability, Recognizing Diversity. London: Universities UK.
Huang, Y. X. (2002). The study on learning motivation and learning satisfaction degree in Community College learners. Unpublished master’s thesis, National Chung Cheng University, Taiwan.
Johnson, S. D., Aragon, S. R., & Shaik, N. (2000). Comparative analysis of learner satisfaction and learning outcomes in online and face-to-face learning environments. Journal of interactive learning research, 11(1), 29-49.
Jones, S. (2008). Internet goes to college: How students are living in the future with today's technology. Diane Publishing.
Kaye, A. T., & Rumble, G. (Eds.). (2018). Distance teaching for higher and adult education. Routledge. https://doi.org/10.4324/9780429430930 DOI: https://doi.org/10.4324/9780429430930
Kehrwald, B. A., & McCallum, F. (2015). Degrees of change: Understanding academics experiences with a shift to flexible technology-enhanced learning in initial teacher education. Australian Journal of Teacher Education, 40(7), n7. https://doi.org/10.14221/ajte.2015v40n7.4 DOI: https://doi.org/10.14221/ajte.2015v40n7.4
Kem, D. (2018). Role of Information and Communication Technology in Open and Distance Learning. research journal of social sciences, 9(11).
Khan, M. I., Shin, J. H., & Kim, J. D. (2018). The promising future of microalgae: current status, challenges, and optimization of a sustainable and renewable industry for biofuels, feed, and other products. Microbial cell factories, 17(1), 36. https://doi.org/10.1186/s12934-018-0879-x DOI: https://doi.org/10.1186/s12934-018-0879-x
Liaw, S. S. (2008). Investigating students’ perceived satisfaction, behavioral intention, and effectiveness of e-learning: A case study of the Blackboard system. Computers & education, 51(2), 864-873. https://doi.org/10.1016/j.compedu.2007.09.005 DOI: https://doi.org/10.1016/j.compedu.2007.09.005
Lin, M. C. (2000). The study of interaction between teachers and students and the satisfaction of learning in National Open University. Unpublished master’s thesis, National Kaohsiung Normal University, Taiwan.
Lin, S. S., Liu, E. Z. F., & Yuan, S. M. (2001). Webâ€based peer assessment: feedback for students with various thinkingâ€styles. Journal of computer assisted Learning, 17(4), 420-432. https://doi.org/10.1046/j.0266-4909.2001.00198.x DOI: https://doi.org/10.1046/j.0266-4909.2001.00198.x
Ma, F. T. (1989). The study of teachers’ teaching behaviors and students’ learning satisfaction in short-term courses at Social Education Center. Unpublished master’s thesis, National Taiwan Normal University, Taiwan.
MartÃn-RodrÃguez, Ó., Fernández-Molina, J. C., Montero-Alonso, M. Ã., & González-Gómez, F. (2015). The main components of satisfaction with e-learning. Technology, Pedagogy and Education, 24(2), 267-277. https://doi.org/10.1080/1475939X.2014.888370 DOI: https://doi.org/10.1080/1475939X.2014.888370
Nayan, L. M., Othman, S. S., Tiong, L. K., & Hasan, N. N. N. (2018). Reading Motivation of Online.
News among Youth in Sub-Urban Area. International Journal of Academic Research in Business and Social Sciences, 8(8), 700–709.
Ongoz, S. (2018). The use of ict tools in e-mentoring: a case study. Turkish Online Journal of Distance Education. 19. https://doi.org/10.17718/tojde.471655 DOI: https://doi.org/10.17718/tojde.471655
Pakistan Education Statistics 2016-17. (2017). 25th Annual Publication since 1992-93. Unicef.
Peters, O. (2001). Learning and Teaching in Distance Education: Analysis and Interpretations from an International Perspective. London: Kogan Page.
Rahmi, B. A. K. I., Birgoren, B., & Aktepe, A. (2018). A Meta Analysis of Factors Affecting Perceived Usefulness and Perceived Ease of Use in The Adoption of E-Learning Systems. Turkish Online Journal of Distance Education, 19(4), 4-42. https://doi.org/10.17718/tojde.471649 DOI: https://doi.org/10.17718/tojde.471649
Richardson, J., & Swan, K. (2003). Examing social presence in online courses in relation to students' perceived learning and satisfaction.
Rovai, A. P. (2002). Sense of community, perceived cognitive learning, and persistence in asynchronous learning networks. The Internet and Higher Education, 5(4), 319-332. https://doi.org/10.1016/S1096-7516(02)00130-6 DOI: https://doi.org/10.1016/S1096-7516(02)00130-6
Settha Kuama & Usa Intharaksa, (2016). Is Online Learning Suitable for All English Language Students? PASAA.52.
Shin, Y. M. (2010). The impacts of self-efficacy and job stress on learning motivation - Case study on staff of International Tourist Hotels in Taichung City. Published master’s thesis, Chaoyang University of Technology, Taiwan.
Shopova, T. (2014). Digital literacy of students and its improvement at the universityâ€, Journal on Efficiency and Responsibility in Education and Science, 7(2) (pp.26-32). https://doi.org/10.7160/eriesj.2014.070201 DOI: https://doi.org/10.7160/eriesj.2014.070201
Shroff, R. H., & Vogel, D. R. (2009). Assessing the factors deemed to support individual student intrinsic motivation in technology supported online and face-to-face discussions. Journal of Information Technology Education: Research, 8(1), 59-85. https://doi.org/10.28945/160 DOI: https://doi.org/10.28945/160
Sogunro, O. A. (2015). Motivating factors for adult learners in higher education. International Journal of Higher Education, 4(1), 22-37. https://doi.org/10.5430/ijhe.v4n1p22 DOI: https://doi.org/10.5430/ijhe.v4n1p22
Sun, P. C., Tsai, R. J., Finger, G., Chen, Y. Y., & Yeh, D. (2008). What drives a successful e-Learning? An empirical investigation of the critical factors influencing learner satisfaction. Computers & education, 50(4), 1183-1202. https://doi.org/10.1016/j.compedu.2006.11.007 DOI: https://doi.org/10.1016/j.compedu.2006.11.007
Swan, K. (2001). Virtual interaction: Design factors affecting student satisfaction and perceived learning in asynchronous online courses. Distance education, 22(2), 306-331. https://doi.org/10.1080/0158791010220208 DOI: https://doi.org/10.1080/0158791010220208
Tsai, H. H. & Chang, Y. P. (2007). The impact of learning motivation on learning effect: The moderator of perceived leadership. Chung Hua Journal of Management. 8(4): 1-18.
Tsai, M. J. (2009). The model of strategic e-learning: Understanding and evaluating student e-learning from metacognitive perspectives. Educational Technology & Society, 12(1), 34-48.
Tsitskari E., Tzetzis G. & Vernadakis N. (2014). Assessing fan motivation in a Greek population; the psychometric evaluation of SPEED. International Journal of Sports Psychology, 45 (2), 138-15.
Vansteenkiste, M., Simons, J., Lens, W., Sheldon, K. M., & Deci, E. L. (2004). Motivating learning, performance, and persistence: the synergistic effects of intrinsic goal contents and autonomy-supportive contexts. Journal of personality and social psychology, 87(2), 246. https://doi.org/10.1037/0022-3514.87.2.246 DOI: https://doi.org/10.1037/0022-3514.87.2.246
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