Die Bedeutung intrinsischer Motivation

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Bardone-Cone, A. M., Abramson, L. Y., Vohs, K. D., Heaterton, T. F., & Joiner T. E. Jr. (2006).Predicting bulimic symptoms: An interactive model of self-efficacy, perfectionism, and perceived weight status. Behavior and research therapy, 44(1), 27–42. Bhattacherjee, A. (2001). Understanding information systems continuance: an expectation-confirmation model. MIS Quarterly, 25(3), 351–370. Baumann, K., & Linden, M. (2008). Weisheitskompetenzen und Weisheitstherapie. Die Bewältigung von Lebensbelastungen und Anpassungsstörungen. Lengerich: Pabst Science.

Benight, C. C., Antoni, M. H., Kilbourn, K., Ironson, G., Kumar, M. A., Fletcher, M. A., Redwine, L., Baum, A., & Schneiderman, N. (1997). Coping Self-efficacy Buffers Psychological and Physiological Disturbances in HIV-Infected Men Following a Natural Disaster. Health Psychology, 16(3), 248–255. Zheng, L. (2016). The effectiveness of self-regulated learning scaffolds on academic performance in computer-based learning environments: a meta-analysis. Asia Pacific Education Review, 17(2), 187–202. https://doi.org/10.1007/s12564-016-9426-9. 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 Williams, G. C., & Deci, E. L. (1996). Internalization of biopsychosocial values by medical students: a test of self-determination theory. Journal of Personality and Social Psychology, 70(4), 767–779.A need for autonomy in students’ own use of online learning means a desire to self-regulate their own choices and learning processes. A number of studies have shown the relationship between autonomy and positive outcomes. In the organizational context, Deci et al. ( 1989) found that support with autonomy has a significant impact on trust involving corporations and satisfaction. Gagné et al. ( 2000) demonstrated that management support fosters acceptance of organizational changes. Engel, G. L. (1977). The need for a new medical model: A challenge for biomedicine. Science, 196, 129–136. Students’ perceived level of online self-regulated learning relatedness is positively associated with their perceived level of enjoyment. 3.4 Perceived usefulness

Broadbent, J. (2017). Comparing online and blended learner’s self-regulated learning strategies and academic performance. Internet & Higher Education, 33(2), 24–32. Blazer, D. G. 2nd, & Hybels, C. F. (2005). Origins of depression in later life. Psychological Medicine, 35(9),1241–1252.Students’ perceived level of autonomy when they utilize online learning is positively associated with their perceived level of usefulness. H2 Roca, J. C., & Gagné, M. (2008). Understanding e‑learning continuance intention in the workplace: a self-determination theory perspective. Computers in Human Behavior, 24(4), 1585–1604. https://doi.org/10.1016/j.chb.2007.06.001.

Egger, J. (1993a). Von der kurativen Verhaltensmedizin zur präventiven Gesundheitspsychologie. Psychologie in der Medizin. Medizinische Psychologie, Psychosomatik, Psychotherapie, 4, 9–12. Egger, J. W. (2005). Das biopsychosoziale Krankheitsmodell – Grundzüge eines wissenschaftlich begründeten ganzheitlichen Verständnisses von Krankheit. Psychologische Medizin, 16(2), 3–12.

Citation

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.

Wang, T. H. (2008). Web-based quiz-game-like formative assessment: development and evaluation. Computers & Education, 51(3), 1247–1263. Cross, S. E., & Madson, L. (1997). Models of the self: Self-construals and gender. Psychological Bulletin, 122(1), 5–37. Self-determination theory (SDT) is a macro theory of motivation with six mini-theories that explain different aspects of human motivation (Ryan and Deci 2019). For instance, cognitive evaluation theory (CET; Deci and Ryan 1980); organismic integration theory (OTI; Ryan et al. 1985); basic psychological needs (BPNT; Ryan et al. 1985); causality orientations theory (COT; Deci and Ryan 1985), goal content theory (GCT; Kasser and Ryan 1996), and relationship motivation theory (RMT; Deci et al. 2017). Over the years, these different mini-theories have been developed and refined through empirical investigation across different domains, cultures, and demographics. Moreover, Ryan and Deci ( 2019) suggest that the mini-theories are interrelated and can be systematically applied to explain motivational processes. For example, satisfaction of the three basic needs (BPNT theory) contributes to motivation to varying extents (OIT theory), which in turn drive people’s behaviors. Therefore, we focus on BPNT and OIT in the current study. Egger, J. W. (1998). Gesundheitsverhalten und Motivation. In I. Kryspin-Exner, B. Lueger- Schuster & G. Weber (Hrsg.), Klinische Psychologie und Gesundheitspsychologie (S. 120–139). Wien: WUV. Sørebø, Ø., Halvari, H., Gulli, V. F., & Kristiansen, R. (2009). The role of self-determination theory in explaining teachers’ motivation to continue to use e‑learning technology. Computers & Education, 53(4), 1177–1187. https://doi.org/10.1016/j.compedu.2009.06.001.The third basic need, perceived relatedness, is correlated with perceived usefulness (H5) and perceived enjoyment (H6). It is inconsistent with the results in the context of teachers’ (Sørebø et al. 2009) and general worker’ utilization of e‑learning technology (Roca and Gagné 2008). The association between perceived relatedness and perceived enjoyment is stronger than its relationship with perceived usefulness. This outcome suggests that students are more likely to be intrinsically motivated to use the system in a climate of relatedness. Consistent with past studies, Ryan and La Guardia ( 2000) found that intrinsic motivation was more likely to grow in a related climate, and Deci and Ryan ( 2000) suggested that individuals should have more interest in performing behaviors that are valued by others close to them. Therefore, it is essential that students feel connected to other significant members if they are to be willing to continue using online SRL. Eigenhalbleiter {m} [IEC 60050] electr. intrinsic talent intrinsisches Talent {n} intrinsic transducer innerer Wandler {m} audio electr. intrinsic truth grundlegende Wahrheit {f} intrinsic value Sachwert {m} Gilles, D. M., Turk, C. L., & Fresco, D. M. (2005). Social anxiety, alcohol expectancies, and self-efficacy as predictors of heavy drinking in college students. Addictive Behaviours, Jun. Badr, H. E., & Moody, P. M. (2005). Self-efficacy: a predictor for smoking cessation contemplators in Kuwaiti adults. International Journal or Behavioral Medicine, 12(4), 273–277.