Motivation Factors in Distance Education

This study describes the relationship between motivation factors and academic performance among distance education students enrolled in a postgraduate nursing course. Students (n=96) participated in a survey that assesses student's motivational orientations from a cognitive perspective using a selfadministered questionnaire based on Pintrich-s Motivation Strategies for Learning Questionnaire (MLSQ). Results showed students- motivational factors are highest on task value (6.44, 0.71); followed by intrinsic goal orientation (6.20, 0.76), control beliefs (6.02, 0.89); extrinsic goal orientation (5.85, 1.13); self-efficacy for learning and performance (5.62, 0.84), and finally, test anxiety (4.21, 1.37). Weak positive correlations were found between academic performance and intrinsic goal orientation (r=0.13), extrinsic goal orientation (r=0.04), task value (r=0.09), control beliefs (r=0.02), and self-efficacy (r=0.05), while there was weak negative correlation with test anxiety (r=-0.04). Conclusions from the study indicate the need to focus on improving tasks and targeting intrinsic goal orientations of students to courses since these were positively correlated with academic performance and downplay the use of tests since these were negatively correlated with academic performance.

• Sheila R. Bonito

• Motivation factors
• academic performance
• distance education

[1] P. R. Pintrich, D. A. Smith, T. Garcia, and W. J. McKeachie, "A manual
for the use of motivated strategies for learning questionnaire." Ann
Arbor, Michigan: National Center for Research to Improve
Postsecondary Teaching and Learning, 1991.
[2] P. R. Pintrich and E. De Groot, "Motivational and self-regulated learning
components of classroom academic performance," Journal of
Educational Psychology, vol. 82, no. 1 pp. 33-50, 1990.
[3] P. R. Pintrich and A. Zusho, "Goal orientation and self-regulated
learning in the college classroom: A cross-cultural comparison," In
Student Motivation: The Culture and Context of Learning, F Salili & C
Chiu, Eds. Dorrdrecht, Netherlands: Kluwer Academic Publishers, 2001.
[4] E. A. Linnenbrink and P. R. Pintrich, "The role of self-efficacy beliefs in
student engagement and learning in the classroom," Reading & Writing
Quarterly: Overcoming Learning Difficulties, vol. 19, no. 2, pp. 119-37,
2003.
[5] D. H. Schunk, and B. J. Zimmerman, Self-Regulation of Learning and
Performance: Issues and Educational Applications. Hillsdale, NJ:
Lawrence Erlbaum Associates, 1994.
[6] P. R. Pintrich, "The role of goal orientation in self-regulated learning,"
In Handbook of Self-Regulation, P.R. Pintrich, M. Zeidner, and M.
Boekaerts (Eds). San Diego, CA: Academic Press, 2000.
[7] P. R. Pintrich, "Student motivation in the college classroom," In
Handbook of College Teaching: Theory and Applications, K.W.
Prichard and R.M. Sawyer (Eds). Westport, CT: Greenwood Press,
1994.