Effects of peer and instructor rationales on online students' motivation and achievement

被引：15

作者：

Shin, Tae S. ^{[1
]}

Ranellucci, John ^{[2
]}

Roseth, Cary J. ^{[3
]}

机构：

[1] Ewha Womans Univ, Seoul, South Korea

[2] CUNY, Hunter Coll, Dept Educ Foundat & Counseling Program, New York, NY 10021 USA

[3] Michigan State Univ, Dept Counseling Educ Psychol & Special Educ, E Lansing, MI 48824 USA

来源：

INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH | 2017年 / 82卷

关键词：

Value intervention; Online learning; Motivation; Rationale; Social persuasion; SELF-DETERMINATION THEORY; FACE-TO-FACE; PERFORMANCE; INTERVENTIONS; ENGAGEMENT; EDUCATION; SUCCESS; GOALS; MODEL;

D O I：

10.1016/j.ijer.2017.02.001

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Providing students with a rationale, or explanation of why learning content may be useful, can enhance motivation, but it remains unclear whether the source of the rationale moderates the effect. Accordingly, this study used a randomized experimental-control design to compare the effects of instructor and peer rationales on 59 undergraduates' motivation and achievement in an online course. Both peer and instructor rationales positively influenced students' interest in and perceived utility value of upcoming course content in the short term, but only peer rationales increased students' applied knowledge and final grades at the end of the semester. Unexpectedly, peer rationales also decreased students' relatedness to instructors. Qualitative results suggest that peer rationales may influence achievement by way of identification processes, while instructor rationales focus students' attention on content. (C) 2017 Elsevier Ltd. All rights reserved.

引用

页码：184 / 199

页数：16

共 41 条

[11] FACILITATING INTERNALIZATION - THE SELF-DETERMINATION THEORY PERSPECTIVE [J].