The direct and indirect effect of motivation for learning on students' approaches to learning through the perceptions of workload and task complexity
By Eva Kyndt, Filip Dochy, Katrien Struyven, Eduardo C. Cascallar. 2011
152 citations recorded by the source corpus.
The present study investigates the direct and indirect influence of motivation for learning, as understood by the self‐determination theory, on students' approaches to learning. Concerning the direct influence of motivation, results show that autonomous motivation is positively related to a deep approach to learning and negatively to a surface approach. Motivation also has an indirect effect on students' approaches to learning through the perceptions of workload and task complexity, in particular through the perception of a lack of information. The greater the extent to which students are autonomously motivated, the less they perceive that they have a lack of information and the less they are inclined to adopt a surface approach to learning.
Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Social Psychology
View Paper: https://www.semanticscholar.org/paper/7aab0b4dd5eefdbc99669202fcc024bf092f7248
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In Developmental and Educational Psychology
In Experimental and Cognitive Psychology
In Social Psychology
Citations in the corpus
- ‘Time is not enough.’ Workload in higher education: a student perspective (2014, unknown): “A recent study by Kyndt, Dochy, Struyven, and Cascallar (2011b) showed that autonomous motivation – studying out of interest or personal valuing – was related to lower perceptions of workload.”
- Fostering self-efficacy and self-regulation in higher education: a matter of autonomy support or academic motivation? (2019, background): “…of motivation (amotivation; Deci & Ryan, 2000) might perceive the impact of a student-centred learning environment quite differently than students who are more intrinsically motivated with regard to their field of study, as amotivated students have motivational deficits (e.g., Kyndt et al., 2011).”