Die Bedeutung intrinsischer Motivation

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Deci, E. L., & Ryan, R. M. (2002). Handbook of self-determination. Rochester: Research University of Rochester Press. Bandura, A. (2004). Health promotion by social cognitive means. Health education and behavior, 31(2), 143–164. Sørebø, Ø., Halvari, H., Gulli, V. F., & Kristiansen, R. (2009). The role of self-determination theory in explaining teachers’ motivation to continue to use e‑learning technology. Computers & Education, 53(4), 1177–1187. https://doi.org/10.1016/j.compedu.2009.06.001. Wang, W., Ngai, E. W. T., & Wei, H. (2012). Explaining instant messaging continuance intention: the role of personality. International Journal of Human-Computer Interaction, 28(8), 500–510. Students’ level of perceived enjoyment is positively associated with their level of continued intention to use online SRL.

intrinsischer Wert {m} spec. intrinsic value [of money] Stoffwert {m} [des Geldes] curr. intrinsic zone i-Zone {f} [Intrinsic-Zone] phys. (intrinsic) angular momentum Drall {m} [Drehimpuls] phys. intrinsic angular momentum Eigendrehimpuls {m} phys. intrinsic data type vordefinierter Datentyp {m} comp. intrinsic sympathomimetic activity intrinsische sympathomimetische Aktivität {f} med. intrinsic tooth discolouration [Br.] innere Zahnverfärbung {f} dent. cellular intrinsic fiber cementum [Am.] zellulärer Eigenfaserzement {m} dent. intrinsic blood coagulation system intrinsisches Blutgerinnungssystem {n} biochem. med. intrinsic theory of value intrinsische Bewertungsmethode {f} econ. intrinsic value of gold Eigenwert {m} des Goldes fin. Ong, C. S., Lai, J. Y., & Wang, Y. S. (2004). Factors affecting engineers’ acceptance of asynchronous e‑learning systems in high-tech companies. Information & Management, 41(6), 795–804. Bhattacherjee, A. (2001). Understanding information systems continuance: an expectation-confirmation model. MIS Quarterly, 25(3), 351–370. Groeben, N., & Scheele, B. (1977). Argumente für eine Psychologie des reflexiven Subjekts. Paradigmenwechsel vom behavioralen zum epistemiologischen Menschenbild. Darmstadt: Steinkopff.

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set exogenous PEEP to ~2/3 PEEPi, this will decrease inspiratory triggering work and improve distribution of inspired gas (others prefer a PEEP of zero, or ZEEP) 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. Tsai, C. W. (2011). Achieving effective learning effects in the blended course: a combined approach of online self-regulated learning and collaborative learning with initiation. Cyberpsychology Behavior & Social Networking, 14(9), 505–510.

Online learning refers to one type of educational instruction with various online technologies, either completely asynchronous or partly synchronous learning, and with no appointed face-to-face time and location (Broadbent 2017). Self-regulating means controlling a process or activity by the individual who is involved in it, and this control includes a series of individual’s cognitive activities and behaviors, i.e., observing, mastering and regulating (Garcia and Pintrich 1994). In autonomous online environments, it is up to students to decide when, where and how to learn; thus, students are responsible for their own learning (Wang et al. 2013), and self-regulation of learning becomes more important in an online context than in a traditional context (King et al. 2000; Wijekumar et al. 2006). Davis, F. D., Bagozzi, R. P., & Warshaw, P. R. (1992). Extrinsic and intrinsic motivation to use computers in the workplace. Journal of Applied Social Psychology, 22(14), 1111–1132. In the present study, these notions imply that the degree of perceived autonomy in online learning is expected to be positively associated with both the perceived usefulness (extrinsic motivation) and perceived enjoyment (intrinsic motivation) of online SRL. Therefore, we hypothesize the following: H1 Li, D., Chau, P. Y. K., & Lou, H. (2005). Understanding individual adoption of instant messaging: an empirical investigation. Journal of the Association for Information Systems, 6(4), 102–129.

Compeau, D., Higgins, C. A., & Huff, S. (1999). Social cognitive theory and individual reactions to computing technology: a longitudinal study. MIS Quarterly, 23(2), 145–158. Dahmen, B. (1993). Verhaltenstherapie. In A. Schorr (Hrsg.), Handwörterbuch der angewandten Psychologie. Berlin: Deutscher Psychologen Verlag. Egger, J. W. (2008). Theorie der Körper-Seele-Einheit: Das erweiterte biopsychosoziale Krankheitsmodell. Integrative Therapie, 33(4), 497–520. Benight, C. C., Antoni, M. H., Kilbourn, K., Ironson, G., Kumar, M. A., Fletcher, M. A., Redwine, L., Baum, A., & Schneiderman, N. (1997). Coping Self-efficacy Buffers Psychological and Physiological Disturbances in HIV-Infected Men Following a Natural Disaster. Health Psychology, 16(3), 248–255.

Rezvani, A., Khosravi, P., & Dong, L. (2017). Motivating users toward continued usage of information systems: self-determination theory perspective. Computers in Human Behavior, 76(11), 263–275. https://doi.org/10.1016/j.chb.2017.07.032. Williams, G. C., & Deci, E. L. (1996). Internalization of biopsychosocial values by medical students: a test of self-determination theory. Journal of Personality and Social Psychology, 70(4), 767–779. Our results clearly indicate that perceived enjoyment is related to perceived usefulness (H9) (Ong et al. 2004; Ong and Lai 2006; Taylor and Todd 1995). This outcome suggests that when users enjoy using the online technology to learn, they also perceive that these technologies will make them more productive. Additionally, a number of studies showed that people experienced more interest, excitement and confidence, which in turn also improved their performance, persistence and creativity (Deci and Ryan 1991). For the learners’ continued intention to engage in online SRL, this paper mainly focuses on the motivational perception rather than the self-regulative cognitive process and suggests that self-regulated learners should hold a set of self-adaptive beliefs and attitudes to generate willingness to engage and persist in learning activities through using online technology. Specifically, these students with a motivational orientation involving goals of mastery, learning and challenge, as well as beliefs that the task is interesting and important, will engage in more metacognitive activities and more effective effort management techniques (Pintrich 2004). According to Pintrich ( 1999), learners can perform effective self-regulated learning only when they are highly motivated and persistent in their learning tasks. 2.2 Self-determination theory (SDT) Chung, L. Y. (2015). Exploring the effectiveness of self-regulated learning in massive open online courses on non-native English speakers. International Journal of Distance Education Technologies, 13(3), 61–73.

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Aspinwall, L. G., & Taylor, S. E. (1997). A Stich in Time: Self-Regulation and Proactive Coping. Psychological Bulletin, 121(3), 417–436.

Kauffman, D. F. (2004). Self-regulated learning in web-based environments: Instructional tools designed to facilitate cognitive strategy use, metacognitive processing, and motivational beliefs. Journal of Educational Computing Research, 30(1–2), 139–161. Bronstein, I. N., Semendjajew, K. A., Musiol, G., & Mühlig, H. (2000). Taschenbuch der Mathematik. Thun, Frankfurt a. M.: Harri Deutsch.Egger, J. W. (1999). Medizin als empirische Wissenschaft – Die Bedeutung der evolutionären Erkenntnistheorie und der biopsychosoziale Krankheitsbegriff. Psychologie in der Medizin. Medizinische Psychologie, Psychosomatik, Psychotherapie, 2, 3–14. Pintrich, P. R. (1999). The role of motivation in promoting and sustaining self-regulated learning. International Journal of Educational Research, 31(6), 459–470. A need for autonomy in students’ own use of online learning means a desire to self-regulate their own choices and learning processes. A number of studies have shown the relationship between autonomy and positive outcomes. In the organizational context, Deci et al. ( 1989) found that support with autonomy has a significant impact on trust involving corporations and satisfaction. Gagné et al. ( 2000) demonstrated that management support fosters acceptance of organizational changes. Abraham, C. S. (1994). From predictor variables to cognition models in health psychology: a commentary on Schwarzer’s theoretical analysis. Psychology and Health, 9, 181–185. The above evidence suggests acceptable psychometric properties for all constructs in our research model. Hypotheses tests