Academic Motivation of University Students and the Factors That Influence It in an E-Learning Environment

Autor/inn/en	Berestova, Anna; Burdina, Gulnara; Lobuteva, Liudmila; Lobuteva, Alisa
Titel	Academic Motivation of University Students and the Factors That Influence It in an E-Learning Environment
Quelle	In: Electronic Journal of e-Learning, 20 (2022) 2, S.201-210 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1479-4403
Schlagwörter	Student Motivation; College Students; Electronic Learning; Educational Environment; Foreign Countries; Predictor Variables; Interpersonal Communication; Time Management; Russia + Suchen Sie Ihr Suchwort? Schulische Motivation; Collegestudent; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Ausland; Prädiktor; Interpersonale Kommunikation; Zeitmanagement; Russland
Abstract	One of the most important factors in successful e- learning is the motivation of the student. This article examines the very essence of student motivation in the context of e-learning and identifies the factors that influence it. The investigation involved 123 five-year students of the Elabuga Institute of Kazan Federal University and the I.M. Sechenov First Moscow State Medical University aged from 21 to 23 (M = 22.6 SD = 0.03). Determination of specific factors affecting students' motivation was performed by means of a specially designed questionnaire. Motivation analysis was done by using the Academic Motivation Scale (AMS) adapted for Russian students. The link between the reviewed factors of influence and academic motivation was established by using correlation analysis. In general, the results of the experiment indicate the absence of statistically significant variations in motivation levels across experimental (studying online) and control (studying traditionally) group participants (t = 0.721, p > 0.05). The significance of this research stems from the fact that it provides an idea of how to increase student engagement in e-learning and limit the effect of determinants reducing student motivation. That aside, they may be taken advantage of when planning and carrying out future research on the influence of e-learning on student motivation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01