Students' Motivation and Engagement in Higher Education: The Importance of Attitude to Online Learning

Autor/inn/en	Ferrer, Justine; Ringer, Allison; Saville, Kerrie; Parris, Melissa A.; Kashi, Kia
Titel	Students' Motivation and Engagement in Higher Education: The Importance of Attitude to Online Learning
Quelle	In: Higher Education: The International Journal of Higher Education Research, 83 (2022) 2, S.317-338 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-1560
DOI	10.1007/s10734-020-00657-5
Schlagwörter	Student Motivation; Learner Engagement; Higher Education; Student Attitudes; Electronic Learning; Undergraduate Students; Business Administration Education; Foreign Countries; Learning Experience; Instructional Design; Australia + Suchen Sie Ihr Suchwort? Schulische Motivation; Hochschulbildung; Hochschulsystem; Hochschulwesen; Schülerverhalten; Ausland; Lernerfahrung; Lesson concept; Lessonplan; Unterrichtsentwurf; Australien
Abstract	The emergence of online environments has changed the landscape of educational learning. Some students thrive in this learning environment, but others become amotivated and disengaged. Drawing on self-determination theory, we report the findings of a study of 574 undergraduate business students at an Australian higher education institution on their attitude toward online learning, and its impact on their motivation and educational engagement. Data was collected via an e-mail survey and analysed using structural equation modelling and the Hayes' bootstrapping method. The results of the study were mixed. Attitude to online learning mediated the relationships of both intrinsic motivation to know and extrinsic motivation with engagement, indicating that the design of online learning environments can play a role in enhancing learning experiences. However, attitude to online learning was not found to mediate the intrinsic motivation to accomplish and engagement relationship. A negative mediation effect was partially supported between amotivation and engagement, with study mode found as a moderated mediator to this effect, being stronger and significant for online students as opposed to on-campus students. These results have implications for how students can be engaged online, and the need for educators to design online learning environments that support the learning experience for all students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01