Enjoyment and Not Competence Predicts Academic Persistence for Distance Education Students

Dropout rates of distance education students is a serious problem for many distance education institutions as well as their students. A psychological factor that is related to dropout is the academic persistence of students, or their intent to finish their degrees. One factor that could predict acad...

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Autores principales:	Michael R Brubacher, Fortunate T Silinda
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2019
Materias:	distance education dropout academic persistence intrinsic motivation competence Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/cd0c0990640f4bc48783208f0f152fae
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spelling	oai:doaj.org-article:cd0c0990640f4bc48783208f0f152fae2021-12-02T17:15:37ZEnjoyment and Not Competence Predicts Academic Persistence for Distance Education Students10.19173/irrodl.v20i4.43251492-3831https://doaj.org/article/cd0c0990640f4bc48783208f0f152fae2019-03-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/4325https://doaj.org/toc/1492-3831Dropout rates of distance education students is a serious problem for many distance education institutions as well as their students. A psychological factor that is related to dropout is the academic persistence of students, or their intent to finish their degrees. One factor that could predict academic persistence, which is often used to identify and help at-risk students, is the academic competencies of students. However, another factor that could predict persistence is the intrinsic motivation of students, or whether they enjoy their academic work and find it interesting. In the present study, 350 distance education undergraduates in South Africa completed a survey that measured their persistence, perceived academic competence, and intrinsic motivation. The survey also measured experienced workload, help-seeking attitudes, and general stress. Results show that intrinsic motivation was a significant predictor of persistence while competence was not. Further, help-seeking attitudes and general stress had indirect effects on persistence through intrinsic motivation. The study highlights the need for educators to be aware of the intrinsic motivation of distance education students, and the factors that could impact it, in order to increase the academic persistence of students. Michael R BrubacherFortunate T SilindaAthabasca University Pressarticledistance educationdropoutacademic persistenceintrinsic motivationcompetenceSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 20, Iss 3 (2019)
institution	DOAJ
collection	DOAJ
language	EN
topic	distance education dropout academic persistence intrinsic motivation competence Special aspects of education LC8-6691
spellingShingle	distance education dropout academic persistence intrinsic motivation competence Special aspects of education LC8-6691 Michael R Brubacher Fortunate T Silinda Enjoyment and Not Competence Predicts Academic Persistence for Distance Education Students
description	Dropout rates of distance education students is a serious problem for many distance education institutions as well as their students. A psychological factor that is related to dropout is the academic persistence of students, or their intent to finish their degrees. One factor that could predict academic persistence, which is often used to identify and help at-risk students, is the academic competencies of students. However, another factor that could predict persistence is the intrinsic motivation of students, or whether they enjoy their academic work and find it interesting. In the present study, 350 distance education undergraduates in South Africa completed a survey that measured their persistence, perceived academic competence, and intrinsic motivation. The survey also measured experienced workload, help-seeking attitudes, and general stress. Results show that intrinsic motivation was a significant predictor of persistence while competence was not. Further, help-seeking attitudes and general stress had indirect effects on persistence through intrinsic motivation. The study highlights the need for educators to be aware of the intrinsic motivation of distance education students, and the factors that could impact it, in order to increase the academic persistence of students.
format	article
author	Michael R Brubacher Fortunate T Silinda
author_facet	Michael R Brubacher Fortunate T Silinda
author_sort	Michael R Brubacher
title	Enjoyment and Not Competence Predicts Academic Persistence for Distance Education Students
title_short	Enjoyment and Not Competence Predicts Academic Persistence for Distance Education Students
title_full	Enjoyment and Not Competence Predicts Academic Persistence for Distance Education Students
title_fullStr	Enjoyment and Not Competence Predicts Academic Persistence for Distance Education Students
title_full_unstemmed	Enjoyment and Not Competence Predicts Academic Persistence for Distance Education Students
title_sort	enjoyment and not competence predicts academic persistence for distance education students
publisher	Athabasca University Press
publishDate	2019
url	https://doaj.org/article/cd0c0990640f4bc48783208f0f152fae
work_keys_str_mv	AT michaelrbrubacher enjoymentandnotcompetencepredictsacademicpersistencefordistanceeducationstudents AT fortunatetsilinda enjoymentandnotcompetencepredictsacademicpersistencefordistanceeducationstudents
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Enjoyment and Not Competence Predicts Academic Persistence for Distance Education Students

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