Motivation to learn and course outcomes : the impact of delivery mode, learning goal orientation, and perceived barriers and enablers

Howard J. KLEIN*, Raymond A. NOE, Chongwei WANG

*Corresponding author for this work

Research output: Journal PublicationsJournal Article (refereed)peer-review

231 Citations (Scopus)

Abstract

This naturally occurring quasi-experiment examined how learning goal orientation (LGO), delivery mode (classroom vs. blended learning), and the perception of barriers and enablers related to motivation to learn and course outcomes. Study participants were 600 students enrolled in either classroom or blended learning courses. As hypothesized, learners in the blended learning condition, high in LGO, and who perceived environmental features as enablers rather than barriers had significantly higher motivation to learn. Motivation to learn, in turn, was significantly related to course outcomes (satisfaction, metacognition, and grades). The mediation hypotheses received partial support. Finally, exploratory analyses revealed 3 significant interactions between delivery mode, LGO, and perceived barriers and enablers on motivation to learn and course satisfaction.

Original languageEnglish
Pages (from-to)665-702
Number of pages38
JournalPersonnel Psychology
Volume59
Issue number3
Early online date17 Aug 2006
DOIs
Publication statusPublished - 2006
Externally publishedYes

Bibliographical note

An earlier version of this manuscript was presented at the 2004 Annual conference of the Society for Industrial and Organizational Psychology, Chicago, IL.

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