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 betweenthe subscales of the motivation and satisfaction of students who attend distanceeducation classes and c) to examine the possibility of predicting the subscales ofsatisfaction 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 thepurposes 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 theinstrument measuring the motivation of students in distance education. Identifiedregulation and intrinsic motivation presented high values, as much as the twosubscales of satisfaction: personal outcome and leadership. Extrinsic motivationpresented middle levels and the subscale amotivation, very low levels. The subscalepersonal outcome is connected positively to the self-determined forms of motivationand negatively to those which are less self-determined.Finally, it has been found that intrinsic motivation and amotivation are subscaleswhich predict personal outcome and leadership. In conclusion, the findings of thisresearch allow a better understanding of the motivation process, which explains thesatisfaction of the students, while attending a class.