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Effects of peer and instructor rationales on online students' motivation and achievement

Title
Effects of peer and instructor rationales on online students' motivation and achievement
Authors
Shin, Tae S.Ranellucci, JohnRoseth, Cary J.
Ewha Authors
신태섭
SCOPUS Author ID
신태섭scopus
Issue Date
2017
Journal Title
INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH
ISSN
0883-0355JCR Link
Citation
vol. 82, pp. 184 - 199
Keywords
Value interventionOnline learningMotivationRationaleSocial persuasion
Publisher
ELSEVIER SCI LTD
Indexed
SSCI; SCOPUS WOS
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. (C) 2017 Elsevier Ltd. All rights reserved.
DOI
10.1016/j.ijer.2017.02.001
Appears in Collections:
사범대학 > 교육학과 > Journal papers
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