Parenthetical Citation
Keywords
Research Question(s) AND/OR Hypotheses (word-for-word)
Theoretical Framework or Model
Population description, Sample description, “N=” (number of actual participants)
Methodology & Design (if provided)
Summary of Findings (in your own words)
(Hernandez Gonzalez & Blackford, 2022)
Graduate students, online education, student engagement, inter-role conflict, intrinsic motivation
Hypotheses:
H1a
Intrinsic motivation is positively associated with learning outcomes as measured by self-reported learning.
H1b
Intrinsic motivation is positively associated with learning outcomes as measured by grades.
H2a
Engagement mediates the positive relationship between intrinsic motivation and self-reported learning.
H2b
Engagement mediates the positive relationship between intrinsic motivation and grades.
H3
The positive relationship between intrinsic motivation and engagement is moderated by work-school-family inter-role conflict, such that as conflict increases the relationship will weaken.
Tinto’s Two-factor model, McClusky’s theory of margin, the demand resource model (JDR)
N = 244
Online graduate students, average age of 34.34, 94% had FT job, 73.3% female, 57% had dependents.
Quantitative
Longitudinal/survey design
Intrinsic motivation appears to be stronger when higher levels of student engagement are present. Researchers found a significant positive relationship between intrinsic motivation and learning as well as grade outcomes. Finally inter-role conflict seemed to weaken the relationship between motivation and engagement. When students feel more control over their course experiences, the outcome is more positive.
