Date

11-17-2023

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Kevin Struble

Keywords

Self-Determination Theory, Social Cognitive Theory, e-learning, pre-service teacher, motivation, Academic Motivation Scale, extrinsic motivation, intrinsic motivation, autonomy

Disciplines

Adult and Continuing Education | Education

Abstract

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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