Motivation to learn and course outcomes: The impact of delivery mode, learning goal orientation, and perceived barriers and enablers

被引：221

作者：

Klein, Howard J. ^{[1
]}

Noe, Raymond A. ^{[1
]}

Wang, Chongwei ^{[1
]}

机构：

[1] Ohio State Univ, Dept Management & Human Resources, Fischer Coll Business, Columbus, OH 43210 USA

来源：

PERSONNEL PSYCHOLOGY | 2006年 / 59卷 / 03期

关键词：

D O I：

10.1111/j.1744-6570.2006.00050.x

中图分类号：

B849 [应用心理学];

学科分类号：

040203 ;

摘要：

This naturally occurring quasi-experiment examined how learning goal orientation (LGO), delivery mode (classroom vs. blended learning), and the perception of barriers and enablers related to motivation to learn and course outcomes. Study participants were 600 students enrolled in either classroom or blended learning courses. As hypothesized, learners in the blended learning condition, high in LGO, and who perceived environmental features as enablers rather than barriers had significantly higher motivation to learn. Motivation to learn, in turn, was significantly related to course outcomes (satisfaction, metacognition, and grades). The mediation hypotheses received partial support. Finally, exploratory analyses revealed 3 significant interactions between delivery mode, LGO, and perceived barriers and enablers on motivation to learn and course satisfaction.

引用

页码：665 / 702

页数：38

共 86 条

[21] Toward an integrative theory of training motivation: A meta-analytic path analysis of 20 years of research [J].