外部动机与在线学习投入的关系:自我决定理论的视角

The Relationship between Extrinsic Motivation and Online Learning Engagement:A Self-determination Theory Perspective

研究基于自我决定理论,运用自我决定动机量表和在线学习投入量表对485名参与在线学习的大学生进行测量,以分析外部动机与在线学习投入的关系。研究结果表明:(1)在线学习者学习投入总体水平不高,特别是情绪投入水平有待提高;(2)外部学习动机在自主性维度上存在显著的差异,在线学习者外部学习动机以自主性较高的认同调节和整合调节为主;(3)外部动机对在线学习投入的影响主要取决于其自主性程度的高低,只有自主性较高的外部学习动机才能有效促进在线学习投入,自主性程度较低的外部动机无法有效预测在线学习投入,但也没有负性抑制作用;(4)优化在线学习环境,激发情感投入,提升自我调控能力和重视提高外部动机的自主性程度可以促进在线学习投入。

The purpose of this study was to investigate the relationship between extrinsic motivation and online learning engagements. Based on the self-determination theory, this study measured 485 college students＇ self-determined motivation and online learning engagement. Results showed that： 1） Online learners＇ overall online learning engagement was not high, especially they should increase their emotional engagement. 2） Learners＇ extrinsic motivation was significantly different on the dimension of learning autonomy; and the identified regulation and integrated regulation are the main elements that affected online learners＇ extrinsic motivation. 3） The impact of extrinsic motivation on online learning engagement was mainly determined by the degree of autonomy; only extrinsic motivation with high degree of autonomy could promote online learning engagement; extrinsic motivation with low degree of autonomy could not predict online learning engagement but also had no negative effect on online learning engagement. 4） Optimizing online learning environment, stimulating emotional engagement, promoting self-regulation ability, and increasing the degree of autonomy of extrinsic motivation could enhance online learning engagement.