Perceptions of intrinsically and extrinsically motivated distance education students of the barriers to persistence.

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dc.contributor.author Fourie, G.
dc.contributor.author Van Zyl, K.
dc.date.accessioned 2009-07-21T07:58:11Z
dc.date.available 2009-07-21T07:58:11Z
dc.date.issued 1998
dc.identifier.citation 24(2), 16-24. en
dc.identifier.uri http://hdl.handle.net/10210/2709
dc.description.abstract The aim of the study was to investigate the influence of intrinsic and extrinsic motivation on the perceptions held by distance education students of the barriers to persistence. A review of the literature on attrition in traditional and distance education and motivation to learn in adults - with specific reference to intrinsic and extrinsic motivation, as well as barriers to persistence - is presented. The "Barriers to Persistence Questionnaire" (BPQ), consisting of 97 items, was developed. It was administered, in combination with Maritz's (1980) 86 item "Motivation to Learn Questionnaire" (MLQ) to 212 adults enrolled for management development programmes via distance education. Statistically significant differences were found between predominantly intrinsically motivated students and those students who were predominantly extrinsically motivated. The implications of the findings/ as well as the implications for distance education institutions and organisations involved in distance education, are discussed. en
dc.language.iso en en
dc.publisher Journal of Industrial Psychology en
dc.rights Complies with the rights as specified by the publisher: http://www.sajip.co.za/ & Copyright University of Johannesburg en
dc.subject Intrinsic motivation en
dc.subject Extrinsic motivation en
dc.subject Distance education students en
dc.subject Barriers to persistance en
dc.title Perceptions of intrinsically and extrinsically motivated distance education students of the barriers to persistence. en
dc.type Article en

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