Die Bedeutung intrinsischer Motivation

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Brähler, E., Schumacher, J., & Strauß, B. (2003). Diagnostische Verfahren in der Psychotherapie, Bd. 1, 2, unveränd. Aufl. Göttingen: Hogrefe. Kasser, T., & Ryan, R. M. (1996). Further examining the American dream: differential correlates of intrinsic and extrinsic goals. Personality & Social Psychology Bulletin, 22(3), 280–287. In conclusion, the findings of this research contribute both to the literature and to practice. In online self-regulation learning context, our study demonstates the importance of students’ perceived autonomy, competence and relatedness of online SRL in relation to their development of extrinsic and intrinsic motivation. Chang, C. T., Hajiyev, J., & Su, C. R. (2017). Examining the students’ behavioral intention to use e‑learning in Azerbaijan? The general extended technology acceptance model for E‑learning approach. Computers & Education, 111, 128–143. 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.

Deci, E. L., Connell, J. P., & Ryan, R. M. (1989). Self-determination in a work organization. Journal of Applied Psychology, 74(4), 580–590. Bronstein, I. N., Semendjajew, K. A., Musiol, G., & Mühlig, H. (2000). Taschenbuch der Mathematik. Thun, Frankfurt a. M.: Harri Deutsch. Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: an overview. Educational Psychologist, 25(1), 3–17. We used partial least squares (PLS), a component-based structural equation modeling technique, for data analysis. Chin and Newsted ( 1999) stated that PLS allows latent constructs to be modeled as formative or reflective indicators and issues minimal restrictions on the measurement scales, sample size, and residual distribution. We used SmartPLS 3.0 as the analytical software (Ringle et al. 2005) to evaluate the research model and then tested the hypotheses. 4.3.1 Psychometric properties Lee, M.-C. (2010). Explaining and predicting users’ continuance intention toward e‑learning: an extension of the expectation–confirmation model. Computers & Education, 54(2), 506–516. https://doi.org/10.1016/j.compedu.2009.09.002.Garcia, T., & Pintrich, P. R. (1994). Regulating motivation and cognition in the classroom: The role self-schemas and self-regulatory strategies. In D. H. Schunk & B. J. Zimmerman (Eds.), Self-regulation of learning and performance: issues and educational applications (pp. 127–153). Hillsdale: Lawrence Erlbaum.

intrinsische Leitung {f} [Eigenleitung] electr. phys. intrinsic conductivity Eigenleitfähigkeit {f} phys. intrinsic dimension intrinsische Dimension {f} comp. electr. tech. intrinsic dimensionality intrinsische Dimensionalität {f} comp. electr. tech. intrinsic factor innewohnender Faktor {m} intrinsic factor Intrinsic-Faktor {m} med. intrinsic impedance Feldwellenwiderstand {m} electr. intrinsic light Eigenlicht {n} phys. intrinsic mobility Eigenbeweglichkeit {f} electr. material phys. intrinsic motivation intrinsische Motivation {f} psych. intrinsic part unlösbarer Bestandteil {m} intrinsic properties intrinsische Eigenschaften {pl} [von innen her kommend] spec. intrinsic radiation Eigenstrahlung {f} nucl. phys. intrinsic safety Eigensicherheit {f} tech. intrinsic semiconductor intrinsischer Halbleiter {m} electr. Glier, B., Emde, H., Wittmann, H. B., & Spörkel, H. (1994). Psychologisches Trainingsprogramm zur Bewältigung von Schmerzverhalten. In M. Zielke & J. Sturm (Hrsg.), Handbuch stationäre Verhaltenstherapie. München: Psychologie Verlags Union. Fliege, H., Rose, M., Bronner, E., & Klapp, B. F. (2002). Predicting long-term outcome of inpatient psychomatic treatment. Psychotherapie, Psychosomatik, Medizinische Psychologie, 52(2),47–55.Deci, E. L., & Ryan, R. M. (1980). Self-determination theory: when mind mediates behavior. Journal of Mind & Behavior, 1(1), 33–43.

Generell lässt sich zwischen der intrinsischen und extrinsischen Motivation auch im Fussball unterscheiden. Aspinwall, L. G., & Taylor, S. E. (1997). A Stich in Time: Self-Regulation and Proactive Coping. Psychological Bulletin, 121(3), 417–436. Ryan, R. M., Ryan, W. S., Di Domenico, S. I., & Deci, E. L. (2019). The nature and the conditions of human autonomy and flourishing: Self-determination theory and basic psychological needs In R. M. Ryan (Ed.), The Oxford handbook of human motivation (2nd ed.] (pp. 89-110). New York: NY: Oxford University Press. Competence is similar to the concept of self-efficacy (Roca and Gagné 2008), which refers to individuals’ judgment of their capabilities to manage and execute activities to attain assigned performances (Bandura 1986, p. 391). In a social media context, Yang and Brown ( 2015) showed that the level of students’ social competence links their perceived usefulness of social media. In the IS literature, computer competence has been shown to influence extrinsic motivation (i.e., perceived usefulness) (Compeau et al. 1999; Compeau and Higgins 1995; Rezvani et al. 2017) and intrinsic motivation (i.e., perceived enjoyment) (Roca and Gagné 2008). Sørebø et al. ( 2009) verified that the level of perceived competence in utilizing e‑learning technology is associated with their perceived level of usefulness and enjoyment (Sørebø et al. 2009). We hypothesize: H3 Vallerand, R. J., Fortier, M. S., & Guay, F. (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(5), 1161–1176.

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Wang, C.-H., Shannon, D. M., & Ross, M. E. (2013). Students’ characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning. Distance Education, 34(3), 302–323. https://doi.org/10.1080/01587919.2013.835779. SDT proposes that human beings have three fundamental psychological needs: autonomy, competence and relatedness (Deci and Ryan 2011; Ryan and Deci 2000). The need for autonomy refers to the feeling of choice and concurrence with one’s actions; the need for competence refers to the feeling to be effective and capable; and the need for relatedness refers to the feeling of a connection to, caring for, and being cared for by other individuals and groups. Satisfaction of these basic needs are associated with high-quality motivation as well as well-being (Ryan 2019).

de Jong, R., Henrich, G., & Noppeney, G. (1985). Die Erfassung „antidepressiver“ Gedanken sowie die subjektive Bewertung dieser Bewältigungsstrategien bei depressiven Patienten und nicht-depressiven Kontrollpersonen. Zeitschrift für Klinische Psychologie, 14(1), 39–52. Students’ perceived level of autonomy when they utilize online learning is positively associated with their perceived level of enjoyment. 3.2 Perceived competence 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). 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)

Azevedo, R., & Cromley, J. G. (2004). The role of self-regulated learning in fostering students’ understanding of complex systems with hypermedia. Journal of Educational Computing Research, 30(1–2), 87–111. Fuchs, R., & Schwarzer, R. (1994). Selbstwirksamkeit zur sportlichen Aktivität: Reliabilität und Validität eines neuen Messinstruments. Zeitschrift für Differentielle und Diagnostische Psychologie, 15(3), 141–154. The present study explores the role of perceived autonomy, perceived competence and perceived relatedness in explaining the influence of intrinsic and extrinsic motivation on the continued intention to engage in online SRL. Intrinsic and extrinsic motivations are operationalized using the constructs of perceived enjoyment and perceived usefulness, respectively. 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. Chen, K. C., & Jang, S. J. (2010). Motivation in online learning: testing a model of self-determination theory. Computers in Human Behavior, 26(4), 741–752.