Stimulating Intrinsic and Extrinsic Motivation in Online Learning: The Role of Mechanism Design

Zhou, Ruoxin; Ren, Fei; Tan, Yong

doi:10.2139/ssrn.3326319

Cited by 1 publication

(1 citation statement)

References 130 publications

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“…Ryan and Deci (2000) defined that intrinsic motivation refers to engaging in an activity for the intrinsic satisfaction of the activity itself; extrinsic motivation refers to engaging in an activity in order to achieve a distinct goal. Both intrinsic and extrinsic motivation have the capacity to enhance learning outcomes (Zhou et al, 2021). Evolve from intrinsic and extrinsic motivation, self-determination is defined as acting with a sense of choice, volition, and commitment (Deci & Ryan, 2010); whereas learner control is associated to self-determination (Ryan & Deci, 2000).…”

Section: Motivationmentioning

confidence: 99%

Malaysian Elementary Learners’ Self-Regulation, Motivational Beliefs and Learner Control Motivation When Experiencing Online Tutorials

LEOW,

ABDUL RAZAK

2024

Turkish Online Journal of Distance Education

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Online learning is emphasised in the 21st century curricula as one of the efficient instructional practices that improves the learning ownership of contemporary learners. A key factor in ensuring success in learners’ online learning environments is the implementation of learner control. Learner control motivation is influenced by multiple interconnected beliefs and learner-directed learning practices. This study focuses on self-regulation strategies and motivational beliefs in the context of post-pandemic online tutorials. The aim of this study was to discover the influence of self-regulation strategies on learners’ motivational beliefs, and the impact of learners’ motivational beliefs on their learner control motivation when experiencing online tutorials. This study comprises 14 learners (age 9) from a Malaysian elementary school. Qualitative case study methodology was employed, using interviews and observations. The results of this study revealed a significant relationship between self-regulation and motivational beliefs in order to comprehend learners’ motivation for learner control when experiencing online tutorials. The results drew attention on self-regulation strategies to guide online instruction that underpins learners’ motivational beliefs and enhances learner control motivation.

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