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Effects of peer and instructor rationales on online students’ motivation and achievement
ARTICLE

, EWHA Womans University ; , Department of Educational Foundations and Counseling Program, United States ; , Department of Counseling, Educational Psychology, Special Education, United States

International Journal of Educational Research Volume 82, Number 1, ISSN 0883-0355 Publisher: Elsevier Ltd

Abstract

Providing students with a rationale, or explanation of why learning content may be useful, can enhance motivation, but it remains unclear whether the source of the rationale moderates the effect. Accordingly, this study used a randomized experimental-control design to compare the effects of instructor and peer rationales on 59 undergraduates’ motivation and achievement in an online course. Both peer and instructor rationales positively influenced students’ interest in and perceived utility value of upcoming course content in the short term, but only peer rationales increased students’ applied knowledge and final grades at the end of the semester. Unexpectedly, peer rationales also decreased students’ relatedness to instructors. Qualitative results suggest that peer rationales may influence achievement by way of identification processes, while instructor rationales focus students’ attention on content.

Citation

Shin, T.S., Ranellucci, J. & Roseth, C.J. (2017). Effects of peer and instructor rationales on online students’ motivation and achievement. International Journal of Educational Research, 82(1), 184-199. Elsevier Ltd. Retrieved October 20, 2019 from .

This record was imported from International Journal of Educational Research on January 29, 2019. International Journal of Educational Research is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.ijer.2017.02.001

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