A Comparative Analysis of Student Motivation in ... - Anitacrawley.net

422 Rovai, Ponton, Wighting, and BakerTable 3Means and Standard Deviations (in Parentheses) for Type Courseand Ethnicity (N = 353)Variable African American Caucasian OtherTraditional classroom students (n = 172)Intrinsic motivationIntrinsic – To know 21.73 (4.79) 20.65 (5.14) 18.44 (6.67)Intrinsic – To accomplish things 19.17 (5.85) 18.09(6.56) 19.00 (6.91)Intrinsic – To experience stimulation 15.37 (6.49) 13.92 (5.94) 13.44 (7.00)Extrinsic motivationExtrinsic – Identified regulation 22.92 (4.23) 22.01 (4.79) 20.33 (5.20)Extrinsic – Introjected regulation 20.15 (6.47) 18.45 (6.42) 19.56 (5.98)Extrinsic – External regulation 22.32 (4.94) 19.43 (6.08) 17.89 (6.33)Amotivation 7.02 (5.24) 4.98 (2.34) 7.56 (5.59)E-learning students (n = 181)Intrinsic motivationIntrinsic – To know 22.14 (4.52) 23.53 (4.36) 21.90 (4.28)Intrinsic – To accomplish things 20.64 (5.06) 22.17 (4.66) 20.30 (5.68)Intrinsic – To experience stimulation 17.07 (5.71) 17.32 (5.24) 17.60 (7.41)Extrinsic motivationExtrinsic – Identified regulation 22.50 (6.12) 23.65 (4.86) 23.00 (4.07)Extrinsic – Introjected regulation 19.21 (5.26) 20.13 (6.50) 20.50 (6.34)Extrinsic – External regulation 20.21 (6.78) 20.15 (5.81) 20.40 (7.63)Amotivation 7.93 (7.35) 5.65 (4.50) 5.80 (2.22)Note: African American, n = 102; Caucasian, n = 212; other, n = 39. The total intrinsic and extrinsicmotivation scales can each range from a low of 12 to a high of 84. All remaining scales can eachrange from a low of 4 to a high of 28.al group among undergraduates, the opposite was true for graduate students.Finally, for the ethnicity x student status interaction effect, significantinteractions were observed only for amotivation, F(2, 342) = 7.54, p = .001,η 2 = .04. That is, although African American students scored higher on amotivationin undergraduate versus graduate courses, amotivation scores weresimilar for undergraduate and graduate Caucasian students, and amotivationwas higher for graduate students who classified their ethnicity as other thanfor undergraduate students so classified.DISCUSSIONThe present study addressed the following research question. Are thepopulation means for higher education student scores on motivation thesame or different based on type course (e-learning, traditional), student sta-