The effect of conformity and learning anxiety on intrinsic and extrinsic motivation: The case of students participating in courses using Facebook.
|關鍵字:||Facebook;課程社團;從眾行為;學習焦慮;內在動機;外在動機;Facebook;Facebook groups;conformity;learning anxiety;intrinsic motivation;extrinsic motivation|
The purpose of this study was to understand how conformity and learning anxiety influence students’ intrinsic and extrinsic motivation in courses using Facebook groups. An online questionnaire was conducted to collect students’ levels of conformity, learning anxiety, and intrinsic and extrinsic motivation, resulting in 184 valid responses. T tests, one way ANOVA, and structural equation modeling were conducted to verify the hypotheses in this study. Results indicated that: 1) there were no significant differences in conformity and learning anxiety between male and female students, 2) there was a significant difference in conformity between students with different ages, 3) there were no significant differences in conformity and learning anxiety between students with different levels of education, 4) the number of hours students spent on Facebook groups was not a significant predictor of their conformity and learning anxiety, (5) the number of points participating in Facebook groups counted toward the final grade was a significant predictor of conformity, and (6) conformity was found to be a significant predictor of intrinsic and extrinsic motivation. According to the research results, the implications and research limitations were discussed and recommendations were provided to for future researchers and educators who are interested in incorporating Facebook groups in their courses.
|Appears in Collections:||Thesis|