Differentiations in motivation and need satisfaction based on course modality: a self-determination theory perspective

Abstract

Online education has grown exponentially over the past two decades, in large part due to its promise of flexibility and connectivity for students. However, this approach to pedagogy has remained relatively unexamined in regard to issues of motivation and intellectual thriving. Using self-determination theory as a foundation, we assessed the degree to which course modality (namely online vs. face-to-face) led to psychological need satisfaction and quality motivation. Our survey of 240 (n = 240) college students confirmed previous research in which higher quality motivation predicted the satisfaction of autonomy, competence and relatedness, which in turn predicted course and instructor approval. However, in a series of matched-pairs t-tests, students reported lower levels of quality motivation, autonomy support, competence and relatedness in online courses than they did for face-to-face courses.

Keywords:

• Self-determination theory
• motivation
• need satisfaction
• and online courses

Notes

1. Pursuant to concerns regarding the best way to test reliability in two-item scales, we reassessed the four pairings in two recommended ways: bivariate correlation and Spearman-Brown reliability estimates. In each of the four cases, the correlations registered at >.9 and each of the reliability estimates resulted in scores of .9 or higher, indicating the overall reliability of each of the scales. We reported the alphas alone in the body of the piece to remain congruent with previous studies that used these items and scales.