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Measuring Motivation to Predict Perceived Success in e-Learning Courses for Pre-Service Teachers: A Predictive-Correlational Study

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Title: Measuring Motivation to Predict Perceived Success in e-Learning Courses for Pre-Service Teachers: A Predictive-Correlational Study
Authors: Fleming, Erin G
Committee Members: Kevin Struble
Summary: This study examined whether a predictive relationship exists between perceived success in e-learning courses for pre-service teachers and their motivation toward learning at the college level. In this post-pandemic, technology-driven world, e-learning is more prevalent than ever. Understanding who will be successful in these courses is imperative. This study aimed to determine whether perceived success in e-learning courses for pre-service teachers could be predicted by their intrinsic motivation, extrinsic motivation, and amotivation scores. This predictive-correlational study utilized logistic regression to test the predictor variables: intrinsic motivation, extrinsic motivation, amotivation, motivation subsets, gender, age, sex, and program type against the criterion variable: perceived success. The Academic Motivation Scale is the survey instrument used to collect data from a prominent university's 68 undergraduate students participating in an online section of EDUC 201. The Logistic Regression revealed that the subscale Extrinsic Motivation-identified regulation was a significant predictor of perceived success for pre-service teachers in an online course. Still, none of the other predictor variables had a significant relationship. Further research on the subscales of motivation and their relationship to perceived e-learning success is recommended at a larger scale. Additionally, a similar study using an objective post-course success marker is suggested.
URL: https://digitalcommons.liberty.edu/doctoral/4935
Database: OpenDissertations
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An: ddu.oai.digitalcommons.liberty.edu.doctoral.5994
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PubType: Dissertation/ Thesis
PubTypeId: dissertation
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  Data: Measuring Motivation to Predict Perceived Success in e-Learning Courses for Pre-Service Teachers: A Predictive-Correlational Study
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  Data: This study examined whether a predictive relationship exists between perceived success in e-learning courses for pre-service teachers and their motivation toward learning at the college level. In this post-pandemic, technology-driven world, e-learning is more prevalent than ever. Understanding who will be successful in these courses is imperative. This study aimed to determine whether perceived success in e-learning courses for pre-service teachers could be predicted by their intrinsic motivation, extrinsic motivation, and amotivation scores. This predictive-correlational study utilized logistic regression to test the predictor variables: intrinsic motivation, extrinsic motivation, amotivation, motivation subsets, gender, age, sex, and program type against the criterion variable: perceived success. The Academic Motivation Scale is the survey instrument used to collect data from a prominent university's 68 undergraduate students participating in an online section of EDUC 201. The Logistic Regression revealed that the subscale Extrinsic Motivation-identified regulation was a significant predictor of perceived success for pre-service teachers in an online course. Still, none of the other predictor variables had a significant relationship. Further research on the subscales of motivation and their relationship to perceived e-learning success is recommended at a larger scale. Additionally, a similar study using an objective post-course success marker is suggested.
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Code: eng
        Text: English
    Subjects:
      – SubjectFull: Self-Determination Theory
        Type: general
      – SubjectFull: Social Cognitive Theory
        Type: general
      – SubjectFull: e-learning
        Type: general
      – SubjectFull: pre-service teacher
        Type: general
      – SubjectFull: motivation
        Type: general
      – SubjectFull: Academic Motivation Scale
        Type: general
      – SubjectFull: extrinsic motivation
        Type: general
      – SubjectFull: intrinsic motivation
        Type: general
      – SubjectFull: autonomy
        Type: general
      – SubjectFull: Adult and Continuing Education
        Type: general
      – SubjectFull: Education
        Type: general
    Titles:
      – TitleFull: Measuring Motivation to Predict Perceived Success in e-Learning Courses for Pre-Service Teachers: A Predictive-Correlational Study
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Fleming, Erin G
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      – BibEntity:
          Dates:
            – D: 17
              M: 11
              Type: published
              Y: 2023
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