Motivation in online learning: Testing a model of self-determination theory

By Kuan-Chung Chen, Syh-Jong Jang. Computers in Human Behavior, 2010

798 citations recorded by the source corpus.

Subfields: Education, Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/5c29b899b64065519e6857c79672f27a3e3f8f97

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Citations in the corpus

Retention in Online Courses (2016, background): “In fact, the study suggested, “haphazard and aimless supports without addressing students’ needs are likely to lead to adverse—even worse than ‘no effects’—outcomes” (Chen & Jang, 2010, p. 750).”
Designing for Motivation, Engagement and Wellbeing in Digital Experience (2018, positive): “SDT researchers have also used these instruments to evaluate the impact of coaches, teachers, education systems and learning technologies (Chen and Jang, 2010; Bartholomew et al., 2011).”
Mobile-Based Assessment: Integrating acceptance and motivational factors into a combined model of Self-Determination Theory and Technology Acceptance (2017, background): “While studies exist that relate SDT with information technology (Chen & Jang, 2010; Lee, Lee, & Hwang, 2015) and e-learning acceptance (Sørebø, Halvari, Gulli, & Kristiansen, 2009), to the best of our knowledge, no study exists to investigate mobile-based acceptance based on both TAM and SDT.”
Factors Influencing a Learner's Decision to Drop-Out or Persist in Higher Education Distance Learning (2010, methodology): ““Need satisfaction” was measured with the variables of perceived autonomy, perceived relatedness, and perceived competency (Chen and Jang, 2010).”
The effect of Chinese EFL students’ learning motivation on learning outcomes within a blended learning environment (2021, background): “For example, Chen and Jang (2010), Ciampa (2014), Fırat et al. (2018) and Yilmaz (2017) investigated level of learning motivation and motivating factors of students across the age range within an online or mobile learning environment.”
Using personalized learning as an instructional approach to motivate learners in online higher education: Learner self-determination and intrinsic motivation (2020, background): “…of autonomy by providing relevant curriculum (Assor et al., 2002), a learner-centered environment that allows choices to foster learning interests (Chen & Jang, 2010; Deci & Ryan, 2000; Garn & Jolly, 2014; Patall et al., 2010; Reeve, 2002; Ryan & Deci, 2000), and opportunities for…”
Teacher support and student motivation to learn with Artificial Intelligence (AI) based chatbot (2023, neutral): “For example, successfully discussing a topic in forums, analyzing information collected from web, and making a multimedia presentation require SRL and DL (Chen & Jang, 2010; Ng, 2012).”
Encouraging intrinsic motivation in management training: The use of business simulation games (2019, background): “…empirically examined the relationship between satisfaction of the basic needs for autonomy, competence, and relatedness and intrinsic motivation, finding that when the basic needs are satisfied, learners will show higher intrinsic motivation (Chen & Jang, 2010; Vallerand, Fortier & Guay, 1997).”
Applying the self-determination theory (SDT) to explain student engagement in online learning during the COVID-19 pandemic (2021, methodology): “Although SDT has been widely applied to optimize student learning in the face-to-face context (Ryan & Deci, 2017, 2020), it has been largely overlooked in online learning research in K-12 settings (Chen & Jang, 2010; Hsu et al., 2019).”
Cohorts and Relatedness: Self-Determination Theory as an Explanation of How Learning Communities Affect Educational Outcomes (2011, background): “Researchers have noted that learning environments promoting a sense of relatedness to teachers, parents, and peers can strengthen motivation and have a positive effect on school outcomes ( Chen and Jang 2010; Ryan and Deci 2000; Ryan and Grolnick 1986; Ryan et al. 1994).”