KaydedilenlerDerginizi ekleyin

Dergiler / Turkish Online Journal of Distance Education / 2015 / Cilt: 16 - Sayı: 2

THE RELATION BETWEEN DISTANCE EDUCATION STUDENTS' MOTIVATION AND SATISFACTION

Dimitrios GOULIMARIS
Sayfa
13–27
Yayın Tarihi
2015-04-03
DOI
—
🏛️Bu makalenin bibliyografik verileri ve tam metin bağlantısı DergiPark üzerinden sağlanmıştır.
DergiPark Kaydı ↗
✨

Yapay Zeka Hızlı Bakış & Çıkarımlar

AI Insight
⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

In conclusion, the findings of thisresearch allow a better understanding of the motivation process, which explains thesatisfaction of the students, while attending a class.

📌 3 Maddede Bu Makale

🎯
Amaç & Hipotez:The aim of the present study, within the frame of self-determination theory (SDT),was triple: a) to examine the structural validity of the “Situational Motivation Scale”(SIMS) in the field of distance education, b) to investigate the correlation betweenthe subscales of the motivation and satisfaction of students who attend distanceeducation classes and c) to examine the possibility of predicting the subscales ofsatisfaction from the subscales of motivation in the open and distance education.The sample consisted of 144 students who participated in the course of “Arts II:Overview of Greek Music and Dance” of the Hellenic Open University.
📊
Temel Bulgular & Veri:For thepurposes of the study, two scales were used: a) The modified Greek version(Papaioannou et al., 2007) of the “Situational Motivation Scale” (SIMS) (Guay et al.,2000), b) The modified Greek version (Theodorakis, & Bebetsos, 2003; Bebetsos, &Theodorakis, 2003) of the “Scale of Satisfaction” (Chelladurai & Riemer, 1997).The results of the research are considered positive for the adjustment of theinstrument measuring the motivation of students in distance education.
💡
Sonuç & Katkı:In conclusion, the findings of thisresearch allow a better understanding of the motivation process, which explains thesatisfaction of the students, while attending a class.
🔬Tür:Araştırma Makalesi
📍Kapsam:2007 Verileri
⚙️Değişkenler:Distance education · motivation · satisfaction

Abstract

The aim of the present study, within the frame of self-determination theory (SDT),was triple: a) to examine the structural validity of the “Situational Motivation Scale”(SIMS) in the field of distance education, b) to investigate the correlation betweenthe subscales of the motivation and satisfaction of students who attend distanceeducation classes and c) to examine the possibility of predicting the subscales ofsatisfaction from the subscales of motivation in the open and distance education.The sample consisted of 144 students who participated in the course of “Arts II:Overview of Greek Music and Dance” of the Hellenic Open University. For thepurposes of the study, two scales were used: a) The modified Greek version(Papaioannou et al., 2007) of the “Situational Motivation Scale” (SIMS) (Guay et al.,2000), b) The modified Greek version (Theodorakis, & Bebetsos, 2003; Bebetsos, &Theodorakis, 2003) of the “Scale of Satisfaction” (Chelladurai & Riemer, 1997).The results of the research are considered positive for the adjustment of theinstrument measuring the motivation of students in distance education. Identifiedregulation and intrinsic motivation presented high values, as much as the twosubscales of satisfaction: personal outcome and leadership. Extrinsic motivationpresented middle levels and the subscale amotivation, very low levels. The subscalepersonal outcome is connected positively to the self-determined forms of motivationand negatively to those which are less self-determined.Finally, it has been found that intrinsic motivation and amotivation are subscaleswhich predict personal outcome and leadership. In conclusion, the findings of thisresearch allow a better understanding of the motivation process, which explains thesatisfaction of the students, while attending a class.

🔖

Bu Makaleye Atıf Yap

GOULIMARIS, D. (2015). THE RELATION BETWEEN DISTANCE EDUCATION STUDENTS' MOTIVATION AND SATISFACTION. Turkish Online Journal of Distance Education, Cilt: 16 - Sayı: 2, 13–27. https://ajindex.com/articles/139957

📄 Tam Metin PDF Okuyucu

📄

PDF görüntüleyici hazırlanıyor...

Kaynakça (8)

  1. Alexandris, K. & Palialia, E. (1999). Measuring customer satisfaction in fitness centres in Greece: Αn exploratory study. Managing Leisure, 4, 218-228.
  2. Anastasiadis, P., & Karvounis, L. (2010). Students’ opinions in the postgraduate module EKP 65 "Open and Distance Education" for the role and the mission of the Tutor Counsellor in Hellenic Open University.(in Greek). The Journal for Open and Distance Education and Educational Technology, 6 (1 & 2), 79-91.
  3. Bebetsos, E. & Goulimaris, D. (2014). Personal outcome and leadership as defining factors of satisfaction in the context of the course “Arts II: Overview of Greek music and dance” of the Hellenic Open University. Turkish Online Journal of Distance Education, 15(2), 12-23.
  4. Bebetsos, E., & Theodorakis, N. (2003). Athletes’ satisfaction among team handball players in Greece. Perceptual and Motor Skills, 97, 1203-1208.
  5. Chelladurai, P., Inamura, H., Yamaguchi, Y., Oinuma, Y., & Miyauchi, T. (1988) Sport leadership in a cross-national setting: the case of Japanese and Canadian university athletes. Journal of Sport & Exercise Psychology, 10, 374-389. Deci, Ε. (1975). Intrinsic motivation. New York: Plenum. Deci, E., & Ryan, R. (2004). Overview of self-determination theory: An organismic dialectical perspective. In E. Deci, & R. Ryan (Eds), Handbook of self-determination research (pp. 3-33). Rochester N.Y.: The University of Rochester Press.
  6. Deci, E. L., & Ryan, R. M. (2000). The what and the why of goal pursuits: Human needs and the self-determination of behaviour. Psychological Inquiry, 11, 227-268.
  7. Deci, E. L.,& Ryan, R. (1991). A motivational approach to self integration in personality. In R.A. Dienstbier (Ed), Nebraska Symposium on Motivation: Perspectives on motivation, (pp.237-288). Lincoln: University of Nebraska. Deci, E. L.,& Ryan, R. (1985). Intrinsic motivation and self determination in human behavior. New York: Plenum. Digelidis, N., Kotsaki, Z. & Papaioannou, A. (2005). Differences between junior and senior high school students concerning instrisic – extrinsic motivation in the contextual level, goal orientations, motivational climate and perceived athletic ability in Greek athletic classes. (in Greek). Inquiries in Sport & Physical Education, 3(1), 77-89.
  8. Doganis, G. (1990). Psychology in physical education and sport. Scientific opinions, research data, practical advice. (in Greek). Thessaloniki: Salto. Ferriz, R., Sicilia, A. & Sáenz-Álvarez, P. (2013). Predicting Satisfaction in Physical Educatio