THE RELATION BETWEEN DISTANCE EDUCATION STUDENTS' MOTIVATION AND SATISFACTION

Abstract

The aim of the present study, within the frame of self-determination theory (SDT), was triple: a) to examine the structural validity of the “Situational Motivation Scale” (SIMS) in the field of distance education, b) to investigate the correlation between the subscales of the motivation and satisfaction of students who attend distance education classes and c) to examine the possibility of predicting the subscales of satisfaction from the subscales of motivation in the open and distance education. The sample consisted of 144 students who participated in the course of “Arts II: Overview of Greek Music and Dance” of the Hellenic Open University. For the purposes of the study, two scales were used: a) The modified Greek version (Papaioannou et al., 2007) of the “Situational Motivation Scale” (SIMS) (Guay et al., 2000), b) The modified Greek version (Theodorakis, & Bebetsos, 2003; Bebetsos, & Theodorakis, 2003) of the “Scale of Satisfaction” (Chelladurai & Riemer, 1997). The results of the research are considered positive for the adjustment of the instrument measuring the motivation of students in distance education. Identified regulation and intrinsic motivation presented high values, as much as the two subscales of satisfaction: personal outcome and leadership. Extrinsic motivation presented middle levels and the subscale amotivation, very low levels. The subscale personal outcome is connected positively to the self-determined forms of motivation and negatively to those which are less self-determined. Finally, it has been found that intrinsic motivation and amotivation are subscales which predict personal outcome and leadership. In conclusion, the findings of this research allow a better understanding of the motivation process, which explains the satisfaction of the students, while attending a class.