Die Bedeutung intrinsischer Motivation

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Abele, A. (1993). Zum Zusammenhang zwischen Stimmung, Gesundheitswahrnehmung und selbstberichtetem Gesundheitsverhalten. Zeitschrift für Gesundheitspsychologie, 1(2), 105–122. Students’ perceived level of online self-regulated learning relatedness is positively associated with their perceived level of usefulness. H6 Chiu, T. (2021). Applying the self-determination theory (SDT) to explain student engagement in Online learning during the pandemic. Journal of Research on Technology in Education, 1–17, https://doi.org/10.1080/15391523.2021.1891998. Froiland, J. M. (2011). Parental autonomy support and student learning goals: a preliminary examination of an intrinsic motivation intervention. Child and Youth Care Forum, 40(2), 135–149.

Hsu, M.-H., & Chiu, C.-M. (2004). Internet self-efficacy and electronic service acceptance. Decision Support Systems, 38(3), 369–381. https://doi.org/10.1016/j.dss.2003.08.001. Hsieh, J., & Wang, W. (2007). Explaining employees’ Extended Use of complex information systems. European Journal of Information Systems, 16(3), 216–227. The results of examining the model show that intrinsic and extrinsic motivation are significantly associated with students’ continued intention to engage in online SRL, and intrinsic motivation is more associated with students’ continued intention than extrinsic motivation. Intrinsic motivation is related directly and significantly to perceived autonomy, competence and relatedness. Furthermore, extrinsic motivation is associated significantly and directly with perceived competence and relatedness, as well as indirectly with perceived autonomy through intrinsic motivation. Finally, intrinsic motivation is related significantly to extrinsic motivation. Many previous studies have agreed that PU is influenced by PE. Venkatesh ( 2000) and Poong et al. ( 2016) revealed that the indirect relationship between PU and PE through perceived ease of use. Li et al. ( 2005) argued that the relationship between PE and PU is direct and positive. Wang et al. ( 2012) supported that PE is related significantly to PU. Hence, we hypothesize the following: H9A total of 230 undergraduates filled out the questionnaire, of which three questionnaires left more than half of the questions unanswered and were dropped out, and the other 227 questionnaires has no missing data and were retained for data analysis. Of the 227 students, 40.1% respondents were male, almost 96% of students spent more than 2 h online a day, 52.8% majored in social science and humanities, and 41.2% majored in science and technology. 4.3 Results Wang, Y. S., Wu, M. C., & Wang, H. Y. (2009). Investigating the determinants and age and gender differences in the acceptance of mobile learning. British Journal of Educational Technology, 40(1), 92–118. Brown, S. A., & Venkatesh, V. (2005). Model of adoption of technology in households: a baseline model test and extension incorporating household life cycle. MIS Quarterly, 29(3), 399–426. Lee, M.-C. (2010). Explaining and predicting users’ continuance intention toward e‑learning: an extension of the expectation–confirmation model. Computers & Education, 54(2), 506–516. https://doi.org/10.1016/j.compedu.2009.09.002. Koufaris, M. (2002). Applying the technology acceptance model and flow theory to online consumer behavior. Information Systems Research, 13(2), 205–223.

The goal of the present study is based on SDT to explain the role of intrinsic and extrinsic motivation in continued intention to engage in online SRL. The direct relation from intrinsic and extrinsic motivation to continued intention, from perceived autonomy, competence and relatedness to intrinsic motivation and extrinsic motivation, are examined. To achieve the study objective, a theory model is empirically tested by 227 undergraduates who enrolled in online learning.Benight, C. C., & Bandura, A. (2004). Social cognitive theory of posttraumatic recovery: the role of perceived self-efficacy. Behaviour research and therapy, 42(10), 1129–1148. Boekaerts, M. (1996). Self-regulated learning at the junction of cognition and motivation. European Psychologist, 1(2), 100–112. Kauffman, D. F. (2004). Self-regulated learning in web-based environments: Instructional tools designed to facilitate cognitive strategy use, metacognitive processing, and motivational beliefs. Journal of Educational Computing Research, 30(1–2), 139–161. Ryan, R. M., & La Guardia, J. G. (2000). What is being optimized over development? A self-determination theory perspective on basic psychological needs across the life span. In S. Qualls & R. Abeles (Eds.), Dialogues on psychology and aging (pp. 145–172). Washington, DC: American Psychological Association.

Filipp, S.-H., & Aymanns, P. (1997). Subjektive Theorien als Forschungsgegenstand: Forschungspragmatische und ideengeschichtliche Aspekte. In R. Schwarzer (Hrsg.), Gesundheitspsychologie – Ein Lehrbuch (S. 3–23). Göttingen: Hogrefe.Chao, J., Nau, D. P., Aikens, J. E., & Taylor, S. D. (2005). The mediating role of health beliefs in the relationship between depressive symptoms and medication adherence in persons with diabetes. Research in social and administrative pharmacy, 1(4), 508–525. The items used to operationalize the variables in our research model were all adapted from existing studies with a few changes in wording to fit the context of online self-determined learning. Perceived usefulness and perceived enjoyment were measured using three-item scales adapted from Davis et al. ( 1992). The basic needs items (cf. perceived autonomy, perceived relatedness, and perceived competence) were adapted from Sørebø et al. ( 2009), and measured using three-, three- and four-item scales, respectively. And two items of continued intention were adapted from Bhattacherjee ( 2001). All items were measured using seven-point Likert scales, ranging from “strongly disagree” (1) to “strongly agree” (7). A small-scale pretest of the questionnaire was conducted using 20 undergraduate students with online learning to assess questionnaire’s logical consistency, comprehensible, sequence of items and contextual relevance. The items and their sources are listed in Table 4 in the Appendix. 4.2 Data collection Boton, E. C., & Gregory, S. (2015). Minimizing attrition in Online degree courses. Journal of Educators Online, 12(1), 62–90.

Baumann, K., & Linden, M. (2008). Weisheitskompetenzen und Weisheitstherapie. Die Bewältigung von Lebensbelastungen und Anpassungsstörungen. Lengerich: Pabst Science. Our results clearly indicate that perceived enjoyment is related to perceived usefulness (H9) (Ong et al. 2004; Ong and Lai 2006; Taylor and Todd 1995). This outcome suggests that when users enjoy using the online technology to learn, they also perceive that these technologies will make them more productive. Additionally, a number of studies showed that people experienced more interest, excitement and confidence, which in turn also improved their performance, persistence and creativity (Deci and Ryan 1991). Egger, J. W. (1999). Medizin als empirische Wissenschaft – Die Bedeutung der evolutionären Erkenntnistheorie und der biopsychosoziale Krankheitsbegriff. Psychologie in der Medizin. Medizinische Psychologie, Psychosomatik, Psychotherapie, 2, 3–14. Fäh, M., Sieber, M., & Uchtenhagen, A. (1990). Der Glaube ans Widerstehen-Können. Eine prospektive Langzeitstudie zur Vorhersage von Abstinenz bei stationär behandelten Alkoholikern. Sucht, 37, 26–36. Students’ perceived level of autonomy when they utilize online learning is positively associated with their perceived level of usefulness. H2Brähler, E., Schumacher, J., & Strauß, B. (2003). Diagnostische Verfahren in der Psychotherapie, Bd. 1, 2, unveränd. Aufl. Göttingen: Hogrefe. Perceived usefulness (H7) and perceived enjoyment (H8) are significant associated with the continued intention to engage in online SRL, and perceived enjoyment is more related to continued intention than did perceived usefulness. It is interesting that in the SRL context, students’ willingness for online learning depends more on intrinsic motivation. This outcome confirms that intrinsic motivation is superior in self-regulated situations. Grawe, K., Donati, R., & Bernauer, F. (2001). Psychotherapie im Wandel – von der Konfession zur Profession, 5. unveränd. Aufl. Göttingen: Hogrefe.