Loneliness and intrinsic motivation levels of distance learners in virtual environments

Yildirim Y., Alptekin G., Altınpulluk H., Kılınç H., Yumurtacı O.

EDUCATION AND INFORMATION TECHNOLOGIES, sa.9, ss.11023-11041, 2024 (SSCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Basım Tarihi: 2024
  • Doi Numarası: 10.1007/s10639-023-12274-7
  • Dergi Adı: EDUCATION AND INFORMATION TECHNOLOGIES
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, Communication Abstracts, EBSCO Education Source, Educational research abstracts (ERA), ERIC (Education Resources Information Center), INSPEC
  • Sayfa Sayıları: ss.11023-11041
  • Anahtar Kelimeler: Distance education, Distance learners, Intrinsic motivation, Regression analysis, Virtual loneliness
  • Anadolu Üniversitesi Adresli: Evet

Özet

This study aims to determine the relationship between the loneliness levels and intrinsic motivation levels felt by distance learners in a virtual environment. To this end, predictive design was used as a quantitative research method. The results obtained from 330 distance learner participants revealed a medium level negative statistically significant relationship between the intrinsic motivation levels and loneliness levels of students. Additionally, a medium level positive statistically significant relationship was found between students' intrinsic motivation levels and the sub-factors of virtual socializing and virtual sharing, while a medium level negative statistically significant relationship was found for the virtual seclusion sub-factor. The regression analysis conducted within the study revealed that 48.3% of the intrinsic motivation can be explained by the feeling of virtual loneliness. The analysis shows a medium level negative effect of virtual loneliness on intrinsic motivation. Furthermore, the regression model developed to explain the relationship between intrinsic motivation levels and virtual loneliness sub-factors explained the intrinsic motivation levels by 49.5%. As such, a statistically significant negative effect of the virtual seclusion variable on intrinsic motivation levels of students was observed. A statistically significant positive effect was found for the variables virtual sharing and virtual socializing. The findings of the study led to the conclusion that communication and interaction should be emphasized in order to minimize the feeling of virtual loneliness in learners.