| Popis: |
More and more people quite naturally engage in online learning beyond institutional settings (for Germany, see e.g. Autorengruppe Bildungsberichterstattung, 2020). With the current study, we want to extend the existing research on motivational processes during online learning – which relies predominantly on cross-sectional studies in the context of higher education – by examining longitudinally motivational trajectories and persistence from users of non-formal online courses. We consider motivation as a dynamic state that can change over time, for example due to changes in interest triggered by the content or context of learning (de Barba et al., 2016). Apart from situational interest, we investigate the moderating role of the learners’ self-regulation as this ability is crucial for self-directed learning within online courses with a comparatively low portion of guidance or support (Kizilcec et al., 2017). Moreover, we examine the relationship between the learners’ mastery goal orientation and motivational trajectory, as mastery goals facilitate intrinsic motivation (Elliot & Church, 1997). |
