Die Bedeutung intrinsischer Motivation

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Lester, S., & Costley, C. (2010). Work-based learning at higher education level: value, practice and critique. Studies in Higher Education, 35(5), 561–575. Baker, S. L., & Kirsch, I. (1991). Cognitive Mediators of Pain Perception and Tolerance. Journal of Personality and Social Psychology, 61(3), 504–510. Bardone-Cone, A. M., Abramson, L. Y., Vohs, K. D., Heaterton, T. F., & Joiner T. E. Jr. (2006).Predicting bulimic symptoms: An interactive model of self-efficacy, perfectionism, and perceived weight status. Behavior and research therapy, 44(1), 27–42.

Ong, C. S., & Lai, J. Y. (2006). Gender differences in perceptions and relationships among dominants of e‑learning acceptance. Computers in Human Behavior, 22(5), 816–829.

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Ehlers, A., & Lüer, G. (1996). Pathologische Prozesse der Informationsverarbeitung. Kognitionspsychologische Interpretation von Depression und Angststörungen in Enzyklopädie der Psychologie, Bd. 1. In A. Ehler & K. Hahlweg (Hrsg.), Grundlagen der klinischen Psychologie. Göttingen: Hogrefe. Brähler, E., Schumacher, J., & Strauß, B. (2003). Diagnostische Verfahren in der Psychotherapie, Bd. 1, 2, unveränd. Aufl. Göttingen: Hogrefe. Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: definitions, theory, practices, and future directions. Contemporary Educational Psychology, https://doi.org/10.1016/j.cedpsych.2019.101831. From the perspective of technology use, only a handful of studies have examined the SDT-based model for online learners’ motivation to continue using e‑learning tools. For instance, Roca and Gagné ( 2008) extended technology acceptance model (TAM) by including the three psychological needs constructs from SDT to explain e‑learning adoption in the workplaces. Sørebø et al. ( 2009) integrated SDT and the expectation-confirmation theory (ECT) to understand teachers’ continuance behavior in e‑learning use. The empirical evidences turned out to be inconsistent regarding the relationships between the basic psychological needs and motivation. Specifically, in a work setting, perceived relatedness positively associated with intrinsic motivation, but was not correlated with extrinsic motivation. In the teachers’ context, perceived relatedness was not related to teachers’ either intrinsic or extrinsic motivation. Perceived autonomy displayed not effects on extrinsic motivation for teachers, but showed to be significantly correlated with extrinsic motivation for workers. These results indicate that the relationships between the three basic needs and motivation vary across contexts, which calls for further examination of these relationships in our study context, that is, college students’ online SRL. Benight, C. C., & Bandura, A. (2004). Social cognitive theory of posttraumatic recovery: the role of perceived self-efficacy. Behaviour research and therapy, 42(10), 1129–1148.

In support of H7, perceived usefulness was associated with continued intention of online SRL ( β = 0.348, p< 0.001). Perceived enjoyment was associated with continued intention of online SRL ( β = 0.436, p< 0.001) and perceived usefulness ( β = 0.417, p< 0.001), supporting H8 and H9, respectively. Connell, C. M., Davis, W. K., Gallant, M. P., & Sharpe, P. A. (1994). Impact of Social Support, Social Cognitive Variables, and Perceived Threat on Depression Among Adults With Diabetes. Health Psychology, 13(3), 263–273.

Belz-Merk, M. (Hrsg.). (1995). Gesundheit ist alles und alles ist Gesundheit. Die Selbstkonzeptforschung zur Beschreibung und Erklärung subjektiver Vorstellungen von Gesundheit und Gesundheitsverhalten. Frankfurt a. M.: Peter Lang. Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. The American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066x.55.1.68. Puzziferro, M. (2008). Online technologies self-efficacy and self-regulated learning as predictors of final grade and satisfaction in college-level online courses. American Journal of Distance Education, 22(2), 72–89.

Olafsen, A. H., Deci, E. L., & Halvari, H. (2017). Basic psychological needs and work motivation: a longitudinal test of directionality. Motivation & Emotion, (2), 1–12. https://doi.org/10.1007/s11031-017-9646-2. Compeau, D. R., & Higgins, C. A. (1995). Computer self-efficacy: development of a measure and initial test. MIS Quarterly, 19(2), 189–211. Bandura, A., Caprara, G. V., Barbaranelli, C., Gerbino, M., & Pastorelli, C. (2003). Role of affective self-regulatory efficacy in diverse spheres of psychosocial functioning. Child Development, 74(3), 769–782.Brown, S. A., & Venkatesh, V. (2005). Model of adoption of technology in households: a baseline model test and extension incorporating household life cycle. MIS Quarterly, 29(3), 399–426. The indirect relationships between the three basic needs, including perceived autonomy, perceived competence, and perceived relatedness, and continued intention are all significant. Therefore, our findings are in line with prior studies in the SDT domain. For instance, Baard et al. ( 2004) and Deci et al. ( 2001) empirically showed that the satisfied degree of the three basic needs in their work organizations is useful to predict task engagement. Students’ perceived level of online self-regulated leaning competence is positively associated with their perceived level of usefulness. H4 Hsieh, J., & Wang, W. (2007). Explaining employees’ Extended Use of complex information systems. European Journal of Information Systems, 16(3), 216–227.