CoChat
Sign Up
Cited by 955Online and Blended LearningMotivation and Self-Concept in SportsEducation, Achievement, and Giftedness

The DOI matches its Crossref record; 6 of the 6 references it cites were found in a registry or an index.

Motivation in online learning: Testing a model of self-determination theory

Chen, Kuan-Chung, Jang, Syh-Jong·2010·Computers in Human Behavior
DOI 10.1016/j.chb.2010.01.011
Open this paper in CoChat — free account

Overview

Integrity signals

Registry

Crossref · 10.1016/j.chb.2010.01.011

Cites

6 of 6 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Verification

Claims the paper makes

We couldn’t retrieve this paper’s full text, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Citations

Cites

Show all 6 references

Research works printed but not linked: 44

  1. Alavi, 1994, Computer-mediated collaborative learning: An empirical evaluation, MIS Quarterly, 18, 159, 10.2307/249763 · DOI
  2. Bandura, 1982, Self-efficacy mechanism in human agency, American Psychologist, 37, 122, 10.1037/0003-066X.37.2.122 · DOI · Paper page
  3. Beffa-Negrini, 2002, Strategies to motivate students in online learning environments, Journal of Nutrition Education and Behavior, 34, 334, 10.1016/S1499-4046(06)60116-4 · DOI
  4. Black, 2000, The effects of instructors’ autonomy support and students’ autonomous motivation on learning organic chemistry: A self-determination theory perspective, Science Education, 84, 740, 10.1002/1098-237X(200011)84:6<740::AID-SCE4>3.0.CO;2-3 · DOI
  5. Carr, 2000, As distance education comes of age, the challenge is keeping the students, Chronicle of Higher Education, 46, A39
  6. Deci, 1991, A motivational approach to self: Integration in personality, Vol. 38, 237
  7. Deci, 2001, Need satisfaction, motivation, and well-being in the work organizations of a former eastern bloc country, Personality and Social Psychology Bulletin, 27, 930, 10.1177/0146167201278002 · DOI · Paper page
  8. Gabrielle, D. M. (2003). The effects of technology-mediated instructional strategies on motivation, performance, and self-directed learning. Unpublished doctoral dissertation, The Florida State University, Tallahassee, FL.
  9. Grolnick, 1987, Autonomy in children’s learning: An experimental and individual difference investigation, Journal of Personality and Social Psychology, 52, 890, 10.1037/0022-3514.52.5.890 · DOI · Paper page
  10. Grolnick, 1989, Parent styles associated with children’s self-regulation and competence in school, Journal of Educational Psychology, 81, 143, 10.1037/0022-0663.81.2.143 · DOI · Paper page
  11. Grolnick, 1991, The inner resources for school performance: Motivational mediators of children’s perceptions of their parents, Journal of Educational Psychology, 53, 508, 10.1037/0022-0663.83.4.508 · DOI · Paper page
  12. Gunawardena, 1995, Social presence theory and implications for interaction and collaborative learning in computer conferences, International Journal of Educational Telecommunications, 1, 147
  13. Hao, Y. W. (2004). Students’ attitudes toward interaction in online learning: Exploring the relationship between attitudes, learning styles, and course satisfaction. Unpublished doctoral dissertation, The University of Texas at Austin, Austin, TX.
  14. Howland, 2002, Student perceptions as distance learners in Internet-based courses, Distance Education, 23, 183, 10.1080/0158791022000009196 · DOI
  15. Jang, 2009, Exploration of secondary students’ creativity by integrating web-based technology into an innovative science curriculum, Computers & Education, 52, 247, 10.1016/j.compedu.2008.08.002 · DOI
  16. Jones, 2005, Learning technologies: Affective and social issues in computer-supported collaborative learning, Computers & Education, 44, 395, 10.1016/j.compedu.2004.04.004 · DOI
  17. Kaul, 2003, Where is the support in perceived support? The role of generic relationship satisfaction and enacted support in perceived support’s relation to low distress, Journal of Social and Clinical Psychology, 22, 59, 10.1521/jscp.22.1.59.22761 · DOI
  18. Kreijns, 2003, Identifying the pitfalls for social interaction in computer-supported collaborative learning environments: A review of the research, Computers in Human Behavior, 19, 335, 10.1016/S0747-5632(02)00057-2 · DOI
  19. Kuboni, 2004, An assessment of support strategies used to facilitate distance students’ participation in a Web-based learning environment in the University of the West Indies, Distance Education, 25, 7, 10.1080/0158791042000212431 · DOI
  20. Lee, C. Y. (2002). The impact of self-efficacy and task value on satisfaction and performance in a Web-based course. Unpublished doctoral dissertation, University of Central Florida, Orlando, FL.
  21. Lepper, 1992, A desire to be taught: Instructional consequences of intrinsic motivation, Motivation and Emotion, 16, 187, 10.1007/BF00991651 · DOI
  22. Lim, 2004, Cross cultural differences in online learning motivation, Educational Media International, 41, 163, 10.1080/09523980410001685784 · DOI · Paper page
  23. Losier, 2001, Examining individual differences in the internalization of political values: Validation of the self-determination scale of political motivation, Journal of Research in Personality, 35, 41, 10.1006/jrpe.2000.2300 · DOI
  24. McAuley, 1989, Psychometric properties of the Intrinsic Motivation Inventory in a competitive sport setting: A confirmatory factor analysis, Research Quarterly for Exercise and Sport, 60, 48, 10.1080/02701367.1989.10607413 · DOI · Paper page
  25. Miltiadou, 2003, Applying social cognitive constructs of motivation to enhance student success in online distance education, Educational Technology Review, 11
  26. Motteram, 2005, Becoming an online distance learner: What can be learned from students’ experiences of induction to distance programmes?, Distance Education, 26, 281, 10.1080/01587910500291330 · DOI · Paper page
  27. Mullen, 2006, Student outcomes and perceptions of instructors’demands and support in online and traditional classrooms, Internet & Higher Education, 9, 257, 10.1016/j.iheduc.2006.08.005 · DOI
  28. Neyrinck, 2005, Goals and regulations of religiosity: A motivational analysis, 77, 10.1016/S0749-7423(05)14004-7 · DOI
  29. Niemiec, 2006, The antecedents and consequences of autonomous self-regulation for college: A self-determination theory perspective on socialization, Journal of Adolescence, 29, 761, 10.1016/j.adolescence.2005.11.009 · DOI
  30. Otis, 2005, Latent motivational change in an academic setting: A 3-year longitudinal study, Journal of Educational Psychology, 97, 170, 10.1037/0022-0663.97.2.170 · DOI
  31. Reeve, 2006, What teachers say and do to support students’ autonomy during a learning activity, Journal of Educational Psychology, 98, 209, 10.1037/0022-0663.98.1.209 · DOI · Paper page
  32. Reinhardt, 2006, Good to have but not to use: Differential impact of perceived and received support on well-being, Journal of Social and Personal Relationships, 23, 117, 10.1177/0265407506060182 · DOI
  33. Roca, 2008, Understanding e-learning continuance intention in the workplace: A self-determination theory perspective, Computers in Human Behavior, 24, 1585, 10.1016/j.chb.2007.06.001 · DOI · Paper page
  34. South, S. E. (2006). Contributing factors to engagement in online learning environments: The relationship between sense of community and participation. Unpublished doctoral dissertation, University of Arizona, Tucson, AZ.
  35. Standage, 2005, A test of self-determination theory in school physical education, British Journal of Educational Psychology, 75, 411, 10.1348/000709904X22359 · DOI
  36. Standage, 2006, Students’ motivational processes and their relationship to teacher ratings in school physical education: A self-determination theory approach, Research Quarterly for Exercise and Sport, 77, 100
  37. Tait, 2000, Planning student support for open and distance learning, Open Learning, 15, 287, 10.1080/713688410 · DOI · Paper page
  38. Vallerand, 1992, Intrinsic, extrinsic, and amotivational styles as predictors of behavior: A prospective study, Journal of Personally, 60, 599, 10.1111/j.1467-6494.1992.tb00922.x · DOI
  39. Vallerand, 1997, Self-determination and persistence in a real-life setting: Toward a motivational model of high school dropout, Journal of Personality and Social Psychology, 72, 1161, 10.1037/0022-3514.72.5.1161 · DOI · Paper page
  40. Vallerand, 1992, The Academic Motivation Scale: A measure of intrinsic, extrinsic, and amotivation in education, Educational and Psychological Measurement, 52, 1003, 10.1177/0013164492052004025 · DOI
  41. Willems, 2005, Flexible learning: Implications of “when-ever”, “where-ever”, and “what-ever”, Distance Education, 26, 429, 10.1080/01587910500291579 · DOI
  42. Williams, 1996, Internalization of biopsychosocial values by medical students: A test of self-determination theory, Journal of Personality and Social Psychology, 70, 767, 10.1037/0022-3514.70.4.767 · DOI
  43. Williams, 2006, Testing a self-determination theory intervention for motivating tobacco cessation: Supporting autonomy and competence in a clinical trial, Health Psychology, 25, 91, 10.1037/0278-6133.25.1.91 · DOI
  44. Xie, 2006, Extending the traditional classroom through online discussion: The role of student motivation, Journal of Educational Computing Research, 34, 67, 10.2190/7BAK-EGAH-3MH1-K7C6 · DOI

Cited by

Sorted by citations

Metadata

Authors
Chen, K.-C., & Jang, S.-J.
Affiliations
Chung Yuan Christian University (TW)
Corresponding author
  • Chen, Kuan-Chung
  • Jang, Syh-Jong
ORCID
Venue
Computers in Human Behavior
Publisher
Elsevier BV
Published
2010-07
Volume
26
Issue
4
Pages
741-752
ISSN
0747-5632 (ISSN-L)
DOI
10.1016/j.chb.2010.01.011
OpenAlex
W2113190319
Cited by
955
References
6
Citations by year
2026: 67 · 2025: 91 · 2024: 93 · 2023: 116 · 2022: 127 · 2021: 105 · 2020: 71 · 2019: 54 · 2018: 55 · 2017: 30 · 2016: 34 · 2015: 39 · 2014: 31 · 2013: 19 · 2012: 10
FWCI
57.04
Type
journal article
Language
en
Open access
closed
Licence
Locations
Computers in Human Behavior (publishedVersion)
Topics
  • Social Sciences › Education › Online and Blended Learning
  • Social Sciences › Psychology › Social Psychology › Motivation and Self-Concept in Sports
  • Social Sciences › Psychology › Developmental and Educational Psychology › Education, Achievement, and Giftedness
Keywords
online learning, student motivation, self-determination theory, need satisfaction, contextual support, intrinsic motivation, extrinsic motivation, amotivation, learning outcomes, online certificate program, student attrition

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review