**10. References**


**11**

Clarence Ng *Griffith University* 

*Australia* 

**The Role of Self-Efficacy, Control Beliefs and** 

Distance learners' motivation is inherently significant to distance learning. From the early days of distance education through correspondence courses to today's online delivery using internet technologies, distance educators often assume that distance learners will study learning materials, complete carefully designed activities, attend optional tutorials, seek help, and work on assessment items within a distance learning course. This assumption is valid when distance learners are motivated and self-regulatory. Nevertheless, the high dropout rate and low completion rate commonly found in different distance learning courses and programs warn us against making unrealistic expectation on distance learners (Rovai, 2003). A lack of motivation has often been taken as the main reason for early dropout among distance learners. Certainly, there is a need to understand what motivates learners to engage in distance learning and how to build on these motivational characteristics to develop an engaging learning environment for distance learners (Hurd,

Distance educators and researchers have already recognised the importance of motivation in distance learning (e.g. Morgan, Taylor & Gibbs, 1982). Several empirical studies (e.g. Dearnley & Matthew, 2000; Lyall & McNamara, 2000; Richardson, 2007; Sankaran & Bui, 2001) have confirmed the critical role of motivation for distance learners who often need to juggle various work and family commitments simultaneously while completing their studies. In a recent discussion, Simpson (2008) argued that it is important to incorporate motivation as an essential component for the provision of learner support within a distance learning system. Nevertheless, the study of motivational and learning processes has focused mainly on on-campus students. Until recently few studies have explored the complex relationships between motivation and learning among distance learners. The current study focused on understanding distance learners' goals and their relationship with strategy use and learning attitudes using an achievement goal framework. The research on distance learners' motivation using this dominant framework is at its beginning stage; few studies are available (e.g. Eppler & Harju, 1997; Ng, 2006 & 2008). Using a sample of Chinese distance laerners, the current study contributed significantly to our undestanding of

distance learners' motivation from this important theoretical perspective.

**1. Introduction**

2006).

**Achievement Goals on Learning**

**Among Distance Learners** 

Wesley, Jared J. (2011). Observing the political world: quantitative and qualitative approaches. In K. Archer and L. Berdahl (Eds.) Explorations: A Navigator's Guide to Research in Canadian Political Science,( 2nd Ed. ) Toronto: Oxford University Press. Chapter 6, pp. 123-144.
