**6. Conclusion**

This paper looked into the significant role of motivation in distance learning using an achievement goal framework. The results showed that conceptualising distance learners' motivation as motivational beliefs and goals adds to our understanding of distance learners' motivational and learning characteristics. Of course, the correlation nature of the current study does not allow for the analysis of causal ordering between beliefs, goals, strategies and attitudes. The culturally-specific and female-dominated sample prevents generalisation of the current findings. Further research should examine the relationship of these important variables using longitudinal design and include distance learners from other cultural contexts. The lack of achievement data was another major limitation in the current study.

The Role of Self-Efficacy, Control Beliefs and

learning would be useful.

or in the course outlines.

know them by heart.

until I finish.

lives.

course.

*Deep strategies (4 items; Cronbach Alpha value=.70)* 

already viewed before I am satisfied.

*Surface strategies (2 items; Cronbach Alpha value=.66)* 

pattern and re-read the materials again. *Time Management (2 items; Cronbach Alpha value=.68)*  I make good use of the study time for this course.

I find it hard to stick to a study schedule.

*Help seeking (2 items; Cronbach Alpha value=.76)* 

*Learning attitudes (7 items; Cronbach Alpha value=.83)* 

*Efficacy Beliefs (3 items; Cronbach Alpha value=.72)* 

*Control beliefs (3 items; Cronbach Alpha value=.65)* 

I think the materials in this course are relevant to my job.

I believe I will receive an excellent grade in this class.

If I try hard enough I will understand the course materials.

*Effort Management (2 items; Cronbach Alpha value=.61)* 

*Self-monitoring strategies (8 items; Cronbach Alpha value=.77)*  When I am confused, I'll read the relevant topics again.

Achievement Goals on Learning Among Distance Learners 249

While studying this course, I think of real life situations to which the materials that I am

In reading new materials, I find that I'm continually reminded of the materials I'd

I think browsing around is a waste of time, so I only study what's given out in tutorials

I learn the materials in this course mainly by rote, going over and over them until I

When I find it difficult to understand some of the topics, I'll change my usual study

Even when the study materials are dull and uninteresting, I manage to keep working

When I don't understand the materials in this course, I ask my tutor or others for help.

The content of this course promotes personal development and is relevant to my daily

I'm certain I can understand the most difficult concepts and theories presented in the

If I study in appropriate ways, then I will be able to learn the materials in this course.

I work hard to do well in this course even if I don't like what we are doing.

I try to identify students in my group whom I can ask for help if necessary.

I found this course very interesting and enjoyed the time spent on it.

Future studies need to examine the effects of these important motivational variables on distance learners' achievement level. In particular, it will be interesting to examine if extrinsic work goals will be associated with a high level of achievement.

Understanding distance learners' motivation will have practical implications for designing an engaging learning environment to support distance learners. In particular, the current findings suggest that building a distance learning system that promotes a mastery focus, encourage high performance, addresses personal development needs, and reinforces efficacy and control beliefs are fundamental to motivating distance learners to learn.

Ames (1992) have discussed various classroom dimensions that promote mastery and engagement, such as the nature of task, authority, evaluation, and recognition. Using this perspective, distance educators can engage in a self-reflective process and ask critical questions, such as: Will distance learners find the learning units, activities and assigned readings interesting, challenging and helpful in developing their self-efficacy? Have the course and assessment items designed in such a way that distance learners are given abundant opportunities to develop independence, autonomy and choice? Is the learner support system effective in assisting learners to regulate their learning and progress? Are timely feedback on their progress and performance in the course provided to distance learners?

These are important questions for distance educators who intend to create a motivating and engaging distance learning environment. Certainly, more research is required to look into the nature of distance learners' motivation in order to inform distance educators to make evidence-informed decisions on these critical questions. The current study has contributed to this effort by researching distance learners' motivation using an achievement goal perspective.
