Dimensions of Student Learning Motivation in the Context of Online Learning in the Covid-19 Pandemic Era
Keywords:Self-determination, motivation, confirmatory factor analysis, Indonesia
This study aims to find the motivational dimensions of online learning and the relationship between these dimensions and student performance. Previous studies have studied and found many dimensions of student learning motivation. However, these studies, at least prior to the upcoming era of the covid-19 pandemic, focused on face-to-face learning contexts and not much on online learning contexts. Self Determination Theory (SDT) is used in this study. Data was collected using a questionnaire which was translated from the Motivational Scale based on SDT theory. Confirmatory Factor Analysis was used to analyze the data obtained from the student participants of the English Education Study Program at Universitas Muhammadiyah Jember. The results of this study indicate, first, that there are 3 dimensions or motivational factors for courageous learning: interest, usefulness, and perceived choice. These dimensions explain 69.141% of the measured motivation. Second, overall, these factors were significantly correlated with student performance, but not individually. These results were discussed in the context of SDT.
D. Newton, “Most teachers say they are not prepared to teach online,” Forbes.com, 2020. https://www.forbes.com/sites/dereknewton/2020/03/26/most-teachers-say-they-are-not-prepared-to-teach-online/# e6a610d7f2cf
A. Nell, M. Hood, and H. Graff, “Student Motivation during COVID 19 Pandemic,” A&S Academic Advising Center, 2020. ttps://www.colorado.edu/artssciences-advising/2020/04/21/student-motivation-during-covid-19-pandemi.
J. D. Lemay, P. Bazelais, and T. Doleck, “Transition to online learning during the COVID-19 pandemic,” Comput. Hum. Behav. Reports, vol. 4, 2021, doi: https://doi.org/10.1016/j.chbr.2021.100130.
D. Gedera, J. Williams, and N. Wright, “Identifying Factors Influencing Students’ Motivation and Engagement in Online Courses,” in Motivation, Leadership and Curriculum Design, C. Koh, Ed. Singapore: Springer Singapore, 2015, pp. 13–23. doi: 10.1007/978-981-287-230-2_2.
C. Quesada-Pallarès, A. Sánchez-Martí, A. Ciraso-Calí, and P. Pineda-Herrero, “Online vs. Classroom Learning: Examining Motivational and Self-Regulated Learning Strategies Among Vocational Education and Training Students.,” Front. Psychol., vol. 10, no. Dec, p. 2795, Dec. 2019, doi: 10.3389/fpsyg.2019.02795.
N. Dabbagh, “The online learner: Characteristics and pedagogical implications,” Issues Technol. Teach. Educ., vol. 7, no. 3, 2007, [Online]. Available: https://citejournal.org/volume-7/issue-3-07/general/the-online-learner-characteristics-and-pedagogical-implications
R. M. Ryan and E. L. Deci, “Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions,” Contemp. Educ. Psychol., vol. 61, p. 101860, Apr. 2020, doi: 10.1016/j.cedpsych.2020.101860.
E. L. Deci and R. M. Ryan, “Motivation, personality, and development within embedded social contexts: An overview of self-determination theory,” in The Oxford handbook of human motivation, R. M. Ryan, Ed. Oxford: Oxford University Press, 2012, pp. 85–107.
M. Hartnett, “The Importance of Motivation in Online Learning,” in Motivation in Online Education, Singapore: Springer Singapore, 2016, pp. 5–32. doi: 10.1007/978-981-10-0700-2_2.
N. R. Salikhova, M. F. Lynch, and A. B. Salikhova, “Psychological Aspects of Digital Learning: A Self-Determination Theory Perspective,” Contemp. Educ. Technol., vol. 12, no. 2, p. ep280, Oct. 2020, doi: 10.30935/cedtech/8584.
B. D. Jones, M. Li, and J. M. Cruz, “A Cross-Cultural Validation of the MUSIC® Model of Academic Motivation Inventory: Evidence from Chinese- and Spanish-Speaking University Students,” Int. J. Educ. Psychol., vol. 6, no. 1, p. 25, Feb. 2017, doi: 10.17583/ijep.2017.2357.
Copyright (c) 2022 Mochamad Hatip, Nurkamilah Nurkamilah
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.