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Extrinsic and Intrinsic for Online Classroom

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Title: Extrinsic and Intrinsic for Online Classroom
Language: English
Authors: Gulatee, Yuwanuch, Combes, Babara, Yoosabai, Yuwadee, Jaerasukon, Piyaphisak
Source: Higher Education Studies. 2022 12(1):1-8.
Availability: Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: hes@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/hes
Peer Reviewed: Y
Page Count: 8
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Rewards, Electronic Learning, Foreign Countries, College Students, Classroom Techniques, Distance Education, COVID-19, Pandemics, Student Attitudes, Student Satisfaction
Geographic Terms: Thailand
ISSN: 1925-4741
Abstract: The objectives of this research are (1) to examine how Thai youth in tertiary education feel about extrinsic and intrinsic rewards when studying online; (2) to explore any similarities and differences between the two techniques; and (3) to determine how students felt about the reward system used in this class. The samples in this research are 37 students. They are all the students who study in an online classroom for the whole semester during the COVID19 global pandemic (2019-2021).The questionnaire and the interview instruments were designed to clarify participants' attitude and used a five point Likert scales and the entire reliability value is 0.80. The statistics used for data analysis were included descriptive statistics; and proportion and percentage, and inferential statistics such as multiple regression and Chi-square- test. The result disclose as follows: (1) The students showed that all of the four dimensions of this variables test of which one variables is extrinsic, have significant, positive relationships with satisfaction (r = 0.690, p < 0.01); (2) The results indicate that extrinsic and intrinsic variables had a negative effect on satisfaction ([beta] = 0.051, p > 0.01), ([beta] = 0.252, p > 0.01); and (3) the results indicate that Feelings had a positive effect on satisfaction ([beta] = 0.638, p < 0.01) and could predict satisfaction variables by 56.1 percent (adjusted R[superscript 2] = 0.561), and extrinsic and intrinsic variables had a negative effect on satisfaction (p > 0.01).
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1335208
Database: ERIC
FullText Text:
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  Data: Extrinsic and Intrinsic for Online Classroom
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  Data: Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: hes@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/hes
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– Name: Abstract
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  Data: The objectives of this research are (1) to examine how Thai youth in tertiary education feel about extrinsic and intrinsic rewards when studying online; (2) to explore any similarities and differences between the two techniques; and (3) to determine how students felt about the reward system used in this class. The samples in this research are 37 students. They are all the students who study in an online classroom for the whole semester during the COVID19 global pandemic (2019-2021).The questionnaire and the interview instruments were designed to clarify participants&#39; attitude and used a five point Likert scales and the entire reliability value is 0.80. The statistics used for data analysis were included descriptive statistics; and proportion and percentage, and inferential statistics such as multiple regression and Chi-square- test. The result disclose as follows: (1) The students showed that all of the four dimensions of this variables test of which one variables is extrinsic, have significant, positive relationships with satisfaction (r = 0.690, p &lt; 0.01); (2) The results indicate that extrinsic and intrinsic variables had a negative effect on satisfaction ([beta] = 0.051, p &gt; 0.01), ([beta] = 0.252, p &gt; 0.01); and (3) the results indicate that Feelings had a positive effect on satisfaction ([beta] = 0.638, p &lt; 0.01) and could predict satisfaction variables by 56.1 percent (adjusted R[superscript 2] = 0.561), and extrinsic and intrinsic variables had a negative effect on satisfaction (p &gt; 0.01).
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    Languages:
      – Text: English
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        PageCount: 8
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    Subjects:
      – SubjectFull: Rewards
        Type: general
      – SubjectFull: Electronic Learning
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: College Students
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      – SubjectFull: Classroom Techniques
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      – SubjectFull: Distance Education
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      – SubjectFull: COVID-19
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      – SubjectFull: Pandemics
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      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Student Satisfaction
        Type: general
      – SubjectFull: Thailand
        Type: general
    Titles:
      – TitleFull: Extrinsic and Intrinsic for Online Classroom
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