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A mixed methods study of graduate students' self-determined motivation in synchronous hybrid learning environments

机译：同步混合学习环境下研究生自我决定动机的混合方法研究

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The purpose of this multiphase mixed methods study was to apply Deci and Ryan's (1985) self-determination theory in an investigation of the relationships among students' need satisfaction, motivation, and achievement in synchronous hybrid learning environments (i.e., simultaneously teaching on-campus and online students using webconferencing). The results from Survey 1 indicated that online students reported significantly lower levels of relatedness than their on-campus counterparts. Follow-up interviews were conducted with purposefully chosen students and faculty members. The findings suggested that four themes impact synchronous hybrid learning: peer relatedness, technology influence, instructor impact, and program structure. In vivo quotations were used to develop a scale to assess participants' self-efficacy of relatedness development. Survey 2 data indicated that the new scale had good psychometric quality and that students reported significantly greater levels of self-efficacy for relatedness development with classmates in their same attendance mode than with peers in the opposite format. (C) 2015 Elsevier Inc. All rights reserved.
机译：这项多阶段混合方法研究的目的是应用Deci和Ryan（1985）的自决理论研究同步混合学习环境（即，在校园内同时教学）中学生的需求满意度，动机和成就之间的关系。和使用网络会议的在线学生）。调查1的结果表明，在线学生的相关程度明显低于其在校学生。后续访谈是针对有针对性的学生和教职员工进行的。研究结果表明，四个主题影响同步混合学习：同伴相关性，技术影响，教师影响和程序结构。使用体内报价来制定量表，以评估参与者对相关性发展的自我效能。调查2的数据表明，新的量表具有良好的心理测验质量，并且与同班同学相比，以相同出勤模式学习的同学报告的自我发展水平要高得多。 （C）2015 Elsevier Inc.保留所有权利。

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