MODELO 3M DE MOTIVAÇÃO E PERSONALIDADE APLICADO À PERSISTÊNCIA DISCENTE EM CURSOS A DISTÂNCIA
DOI:
https://doi.org/10.21171/ges.v15i43.3565Palavras-chave:
Persistência discente, Ensino superior, Educação a Distância, Modelo 3M, SEM-PLSResumo
Este estudo examina traços de personalidade como antecedentes do comportamento de Persistência Discente em cursos superiores na modalidade a distância. Adota o Metateórico de Motivação e Personalidade (3M) como fundamentação teórica. Questionários autoadministrados foram enviados para uma amostra de 490 discentes de cursos de Licenciatura oferecidos na modalidade a distância. A Modelagem de Equações Estruturais foi empregada para analisar as relações entre os construtos. Os traços de personalidade que mais explicam a Persistência Discente são Satisfação com o Curso, Amabilidade, Autoeficácia e Necessidade de Aprendizado. A originalidade do estudo está em utilizar o Modelo 3M para entender o comportamento de Persistência Discente. Os resultados contribuem para o delineamento de políticas que promovam a redução da desistência de estudantes e melhorem os indicadores da educação superior especialmente em cursos na modalidade a distância.
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Referências
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Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 2, 191-215.
Bean, J.P. (1980). Dropouts and turnover: The synthesis and test of a causal model of student attrition. Research in Higher Education, 12, 2, 155-187.
Bean, J.P., & Metzner, B.S. (1985). A conceptual model of nontraditional undergraduate student attrition. Review of Educational Research, 55, 485-540.
Berenbaum, H. (2002). Varieties of joy-related pleasurable activities and feelings. Cognition & Emotion, 16, 4, 473–494.
Biner, P.M., Welsh, K.D., Barone, N.M., Summers, M., & Dean, R.S. (1997). The impact of remote-site group size on student satisfaction and relative performance in interactive telecourses. American Journal of Distance Education, 11, 1, 23–33.
Blazevic, V., Wiertz, C., Cotte, J., Ruyter, K., & Isobel, K.D. (2014). Gosip in cyberspace: Conceptualization and scale development for general online social interaction propensity. Journal of Interactive Marketing, 28, 2, 87-100.
Buss, A. (1988). Personality: evolutionary heritage and human distinctiveness. Hillsdale (NJ): Lawrence Erlbaum Associates.
Butt, S., & Phillips, J.G. (2008). Personality and self-reported mobile phone use. Computers in Human Behavior, 24, 346–360.
Cho, M.H., & Kim, B.J. (2013). Students' self-regulation for interaction with others in online learning environments. Internet and Higher Education, 17, 69–75.
Chung, H.J. (2000). The study on learning persistence and non-persistence factors of distance learners. The Korean Journal for Human Resource Development, 2, 1, 173–188.
Costa, P.T., & Mccrae, R.R. (1995). Domains and facets: hierarchical personality assessment using the revised neo personality inventory. Journal of personality Assessment, 64, 1, 21–50.
Duncan, T.G., & Mckeachie, W.J. (2005). The making of the motivated strategies for learning questionnaire. Educational Psychologist, 40, 117-128.
Eastman, J.K., & Eastman, K.L. (2011). Perceptions of status consumption and the economy. Journal of Business and Economic Research, 9, 7, 9-19.
Fishbein, M., Ajzen, I. (1975). Belief, attitude, intention, and behavior: An introduction to theory and research. Reading, MA: Addison-Wesley.
Hair, J.F., Hult, G., Ringle, C., & Sarstedt, M. (2017). A primer on partial least squares structural equation modeling (pls-sem). 2nd ed. Sage: Thousand Oaks.
Henry, T.C., & Smith, G.P. (1993). Planning student success and persistence: implementing a state system strategy. Community College Review, 22, 2, 26–36.
Hess, F.M., Schneider, M., Carey, K., & Kelly, A.P. (2009). Diplomas and dropouts: which colleges actually graduate their students (and which don't). Washington DC: American Enterprise Institute.
Holder, B. (2007). An investigation of hope, academics, environment, and motivation as predictors of persistence in higher education online programs. Internet and Higher Education, 10, 4, 245-260.
Howell, S.L., Williams, P.B., & Lindsay, N.K. (2003). Thirty-two trends affecting distance education: An informed foundation for strategic planning. Online Journal of Distance Learning Administration, 7, 3.
Jain, P. (2013). Technology readiness index measuring railway employee’s readiness to embrace online technology. Journal of Marketing & Communication, 8, 4, 52-56.
Joo, Y.J., Lim, K.Y., & Kim, E.K. (2011). Online university students' satisfaction and persistence: Examining perceived level of presence, usefulness and ease of use as predictors in a structural model. Computers and Education, 57, 1654-1664.
Kuo, Y.C., Walker, A.E., Schroder, K.E.E., & Belland, B.R. (2014). Interaction, internet self-efficacy and self-regulated learning as predictors of student satisfaction in online education courses. Internet and Higher Education 20, p.35–50.
Lee, C.Y. (2015). Changes in self-efficacy and task value in online learning. Distance Education, 36, 1, 59–79.
Lee, J. (2012). Patterns of interaction and participation in a large online course: Strategies for fostering sustainable discussion. Educational Technology & Society, 15, 1, 260–272.
Lee, S.W. (2003). Comparing learners’ with institutions’ factors that influence on persistence in university lifelong education. Journal of Lifelong Education, 9, 1, 117-148.
Levy, Y. (2007). Comparing dropouts and persistence in e-learning courses. Computers and Education, 48, 2, 185-204.
Lichtenstein, D., Netemeyer, R., & Burton, S. (1990). Distinguishing coupon from value proneness consciousness: An acquisition-transaction utility theory perspective. Journal of Marketing, 54, 3, p. 54–67.
Lim, C.K. (2001). Computer self-efficacy, academic self-concept, and other predictors of satisfaction and future participation of adult distance learners. American Journal of Distance Education, 15, 2, 41−51.
Silva Filho, R. L. L. A Evasão No Ensino Superior Brasileiro – Novos Dados. 4 de outubro de 2017. Disponível em: http://www.institutolobo.org.br/imagens/pdf/ artigos/art_088.pdf. Acesso em: 05.05.2019.
Mccrae, R.R, & Costa, P.T. (1997). Personality trait structure as a human universal. American psychologist, 52(5), 509-516.
Mehrabian, A., & Russel, J.A. (1974). An approach to environmental psychology. Cambridge, MA.: Mit Press.
Metzner, B.S, & Bean, J. (1987). The estimation of a conceptual model of nontraditional undergraduate student attrition. Research in Higher Education, 27, 15-38.
Monteiro, P.R. (2010). Estratégias de segmentação de consumidores ecologicamente conscientes: uma abordagem fundamentada no modelo 3M de motivação e personalidade. Tese (Doutorado em Administração – CEPEAD). Faculdade de Ciências Econômicas da Universidade Federal de Minas Gerais.
Morris, L.V., Wu, S.S., & Finnegan, C.L. (2005). Predicting retention in online general education courses. American Journal of Distance Education, 19, 1, 23-36.
Mortensen, T.G. (2012). Measurements of persistence. In Seidman, A. (ed.). College student retention. (pp.35-60) 2nd ed. Rowman & Littlefield.
Mowen, J.C. (2000). The 3M model of motivation and personality: Theory and empirical applications to consumer behavior. Boston: Kluer Academic Publishers.
Mowen, J.C., & Voss, K.E. (2008). On building better construct measures: Implications of a general hierarchical model. Psychology & Marketing, 25, 6, 485-505.
Mowen, J.C., Park, S., & Zablah, A.R. (2007). Toward a theory of motivation and personality with application to word-of-mouth communications. Journal of Business Research, 60, 6, 590-596.
Müller, T. (2008). Persistence of women in online degree-completion programs. International Review of Research in Open and Distance Learning, 9, 2, 1-18.
Nogueira, F. (2014). País perde r$ 9 bilhões com evasão no ensino superior, diz pesquisador. Portal G1 Educação. Disponível em: http://g1.globo.com/educacao/noticia/ 2011/02/pais-perde-r-9-bilhoes-com-evasao-no-ensino-superior-diz-pesquisador.html. Acesso em: 05.05.2014.
Parasuraman, A. (2000). Technological readiness index: A multiple-item scale to measure readiness to embrace new technologies. Journal of Service Research, 2, 4, 307-320.
Parker, A. (1999). A study of variables that predict dropout from distance education. International Journal of Educational Technology, 1, 2, 1-10.
Pereira, A.S. (2013). Retenção discente nos cursos presencial da Ufes. Dissertação (Mestrado em Gestão Pública) – Universidade Federal do Espírito Santo, Vitória.
Pittenger, A., & Doering, A. (2010). Influence of motivational design on completion rates in online self‐ study pharmacy‐content courses. Distance Education, 31, 3, 275-293.
Prior, D.D., Mazanov, J., Meacheam, D., Heaslip, G., & Hanson, J. (2016). Attitude, digital literacy and self-efficacy: flow-on effects for online learning behavior. Internet and Higher Education, 29, p.91–97.
Ringle, C.M., Wende, S., & Becker, J.M. (2015). Smartpls 3. Smartpls GMBH: Boenningstedt.
Ross, C., Orr, E.S., Sisic, M., Arseneault, J.M., Simmering, M.G., & Orr, R.R. (2009) Personality and motivations associated with Facebook use. Computers in Human Behavior, 25, 578-586.
Rotter, J. (1966). Generalized expectations for internal versus external control of reinforcement. Psychological Monographs, 80, 1-28,
Rovai, A.P. (2003). In search of higher persistence rates in distance education online programs. The internet and Higher Education, 6, 1–16.
Sales Jr., J.S. (2013). Uma análise estatística dos fatores de evasão e permanência de estudantes presencial da Ufes. Dissertação (Mestrado em Gestão Pública) – Universidade Federal do Espírito Santo, Vitória.
Shen, D., Cho, M.H., Tsai, C.L., & Marra, R. (2013). Unpacking online learning experiences: online learning self-efficacy and learning satisfaction. Internet and Higher Education. 19, 10–17.
Shin, N. (2003). Transactional presence as a critical predictor of success in distance learning. Distance education, 24, 1, 69-86.
Tan, F.B., & Sutherland, P. (2004). Online consumer trust: A multi-dimensional model. Journal of electronic Commerce in Organizations, 2, 40-58.
Tinto, V. (1993). Leaving college: rethinking the causes and cures of student attrition. 2nd ed. Chicago: University of Chicago Press.
Tinto, V. (1975). Dropout from higher education: A theoretical synthesis of recent research. Review of Educational Research, 45, 1, 89-125.
Tinto, V. (2012). Completing college: Rethinking institutional action. Chicago: University of Chicago Press.
Tinto, V. (2017). Reflections on student persistence. Student Success, 8, 2, 1-8.
Yukselturk, E., & Yildirim, Z. (2008). Investigation of interaction, online support, course structure and flexibility as the contributing factors to students' satisfaction in an online certificate program. Educational Technology & Society, 11, 4, 51–65.
Zuckerman, M. (1979). Sensation seeking: beyond the optimal level of arousal. Hillsdale, NJ: Lawrence Erlbaum.
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 2, 191-215.
Bean, J.P. (1980). Dropouts and turnover: The synthesis and test of a causal model of student attrition. Research in Higher Education, 12, 2, 155-187.
Bean, J.P., & Metzner, B.S. (1985). A conceptual model of nontraditional undergraduate student attrition. Review of Educational Research, 55, 485-540.
Berenbaum, H. (2002). Varieties of joy-related pleasurable activities and feelings. Cognition & Emotion, 16, 4, 473–494.
Biner, P.M., Welsh, K.D., Barone, N.M., Summers, M., & Dean, R.S. (1997). The impact of remote-site group size on student satisfaction and relative performance in interactive telecourses. American Journal of Distance Education, 11, 1, 23–33.
Blazevic, V., Wiertz, C., Cotte, J., Ruyter, K., & Isobel, K.D. (2014). Gosip in cyberspace: Conceptualization and scale development for general online social interaction propensity. Journal of Interactive Marketing, 28, 2, 87-100.
Buss, A. (1988). Personality: evolutionary heritage and human distinctiveness. Hillsdale (NJ): Lawrence Erlbaum Associates.
Butt, S., & Phillips, J.G. (2008). Personality and self-reported mobile phone use. Computers in Human Behavior, 24, 346–360.
Cho, M.H., & Kim, B.J. (2013). Students' self-regulation for interaction with others in online learning environments. Internet and Higher Education, 17, 69–75.
Chung, H.J. (2000). The study on learning persistence and non-persistence factors of distance learners. The Korean Journal for Human Resource Development, 2, 1, 173–188.
Costa, P.T., & Mccrae, R.R. (1995). Domains and facets: hierarchical personality assessment using the revised neo personality inventory. Journal of personality Assessment, 64, 1, 21–50.
Duncan, T.G., & Mckeachie, W.J. (2005). The making of the motivated strategies for learning questionnaire. Educational Psychologist, 40, 117-128.
Eastman, J.K., & Eastman, K.L. (2011). Perceptions of status consumption and the economy. Journal of Business and Economic Research, 9, 7, 9-19.
Fishbein, M., Ajzen, I. (1975). Belief, attitude, intention, and behavior: An introduction to theory and research. Reading, MA: Addison-Wesley.
Hair, J.F., Hult, G., Ringle, C., & Sarstedt, M. (2017). A primer on partial least squares structural equation modeling (pls-sem). 2nd ed. Sage: Thousand Oaks.
Henry, T.C., & Smith, G.P. (1993). Planning student success and persistence: implementing a state system strategy. Community College Review, 22, 2, 26–36.
Hess, F.M., Schneider, M., Carey, K., & Kelly, A.P. (2009). Diplomas and dropouts: which colleges actually graduate their students (and which don't). Washington DC: American Enterprise Institute.
Holder, B. (2007). An investigation of hope, academics, environment, and motivation as predictors of persistence in higher education online programs. Internet and Higher Education, 10, 4, 245-260.
Howell, S.L., Williams, P.B., & Lindsay, N.K. (2003). Thirty-two trends affecting distance education: An informed foundation for strategic planning. Online Journal of Distance Learning Administration, 7, 3.
Jain, P. (2013). Technology readiness index measuring railway employee’s readiness to embrace online technology. Journal of Marketing & Communication, 8, 4, 52-56.
Joo, Y.J., Lim, K.Y., & Kim, E.K. (2011). Online university students' satisfaction and persistence: Examining perceived level of presence, usefulness and ease of use as predictors in a structural model. Computers and Education, 57, 1654-1664.
Kuo, Y.C., Walker, A.E., Schroder, K.E.E., & Belland, B.R. (2014). Interaction, internet self-efficacy and self-regulated learning as predictors of student satisfaction in online education courses. Internet and Higher Education 20, p.35–50.
Lee, C.Y. (2015). Changes in self-efficacy and task value in online learning. Distance Education, 36, 1, 59–79.
Lee, J. (2012). Patterns of interaction and participation in a large online course: Strategies for fostering sustainable discussion. Educational Technology & Society, 15, 1, 260–272.
Lee, S.W. (2003). Comparing learners’ with institutions’ factors that influence on persistence in university lifelong education. Journal of Lifelong Education, 9, 1, 117-148.
Levy, Y. (2007). Comparing dropouts and persistence in e-learning courses. Computers and Education, 48, 2, 185-204.
Lichtenstein, D., Netemeyer, R., & Burton, S. (1990). Distinguishing coupon from value proneness consciousness: An acquisition-transaction utility theory perspective. Journal of Marketing, 54, 3, p. 54–67.
Lim, C.K. (2001). Computer self-efficacy, academic self-concept, and other predictors of satisfaction and future participation of adult distance learners. American Journal of Distance Education, 15, 2, 41−51.
Silva Filho, R. L. L. A Evasão No Ensino Superior Brasileiro – Novos Dados. 4 de outubro de 2017. Disponível em: http://www.institutolobo.org.br/imagens/pdf/ artigos/art_088.pdf. Acesso em: 05.05.2019.
Mccrae, R.R, & Costa, P.T. (1997). Personality trait structure as a human universal. American psychologist, 52(5), 509-516.
Mehrabian, A., & Russel, J.A. (1974). An approach to environmental psychology. Cambridge, MA.: Mit Press.
Metzner, B.S, & Bean, J. (1987). The estimation of a conceptual model of nontraditional undergraduate student attrition. Research in Higher Education, 27, 15-38.
Monteiro, P.R. (2010). Estratégias de segmentação de consumidores ecologicamente conscientes: uma abordagem fundamentada no modelo 3M de motivação e personalidade. Tese (Doutorado em Administração – CEPEAD). Faculdade de Ciências Econômicas da Universidade Federal de Minas Gerais.
Morris, L.V., Wu, S.S., & Finnegan, C.L. (2005). Predicting retention in online general education courses. American Journal of Distance Education, 19, 1, 23-36.
Mortensen, T.G. (2012). Measurements of persistence. In Seidman, A. (ed.). College student retention. (pp.35-60) 2nd ed. Rowman & Littlefield.
Mowen, J.C. (2000). The 3M model of motivation and personality: Theory and empirical applications to consumer behavior. Boston: Kluer Academic Publishers.
Mowen, J.C., & Voss, K.E. (2008). On building better construct measures: Implications of a general hierarchical model. Psychology & Marketing, 25, 6, 485-505.
Mowen, J.C., Park, S., & Zablah, A.R. (2007). Toward a theory of motivation and personality with application to word-of-mouth communications. Journal of Business Research, 60, 6, 590-596.
Müller, T. (2008). Persistence of women in online degree-completion programs. International Review of Research in Open and Distance Learning, 9, 2, 1-18.
Nogueira, F. (2014). País perde r$ 9 bilhões com evasão no ensino superior, diz pesquisador. Portal G1 Educação. Disponível em: http://g1.globo.com/educacao/noticia/ 2011/02/pais-perde-r-9-bilhoes-com-evasao-no-ensino-superior-diz-pesquisador.html. Acesso em: 05.05.2014.
Parasuraman, A. (2000). Technological readiness index: A multiple-item scale to measure readiness to embrace new technologies. Journal of Service Research, 2, 4, 307-320.
Parker, A. (1999). A study of variables that predict dropout from distance education. International Journal of Educational Technology, 1, 2, 1-10.
Pereira, A.S. (2013). Retenção discente nos cursos presencial da Ufes. Dissertação (Mestrado em Gestão Pública) – Universidade Federal do Espírito Santo, Vitória.
Pittenger, A., & Doering, A. (2010). Influence of motivational design on completion rates in online self‐ study pharmacy‐content courses. Distance Education, 31, 3, 275-293.
Prior, D.D., Mazanov, J., Meacheam, D., Heaslip, G., & Hanson, J. (2016). Attitude, digital literacy and self-efficacy: flow-on effects for online learning behavior. Internet and Higher Education, 29, p.91–97.
Ringle, C.M., Wende, S., & Becker, J.M. (2015). Smartpls 3. Smartpls GMBH: Boenningstedt.
Ross, C., Orr, E.S., Sisic, M., Arseneault, J.M., Simmering, M.G., & Orr, R.R. (2009) Personality and motivations associated with Facebook use. Computers in Human Behavior, 25, 578-586.
Rotter, J. (1966). Generalized expectations for internal versus external control of reinforcement. Psychological Monographs, 80, 1-28,
Rovai, A.P. (2003). In search of higher persistence rates in distance education online programs. The internet and Higher Education, 6, 1–16.
Sales Jr., J.S. (2013). Uma análise estatística dos fatores de evasão e permanência de estudantes presencial da Ufes. Dissertação (Mestrado em Gestão Pública) – Universidade Federal do Espírito Santo, Vitória.
Shen, D., Cho, M.H., Tsai, C.L., & Marra, R. (2013). Unpacking online learning experiences: online learning self-efficacy and learning satisfaction. Internet and Higher Education. 19, 10–17.
Shin, N. (2003). Transactional presence as a critical predictor of success in distance learning. Distance education, 24, 1, 69-86.
Tan, F.B., & Sutherland, P. (2004). Online consumer trust: A multi-dimensional model. Journal of electronic Commerce in Organizations, 2, 40-58.
Tinto, V. (1993). Leaving college: rethinking the causes and cures of student attrition. 2nd ed. Chicago: University of Chicago Press.
Tinto, V. (1975). Dropout from higher education: A theoretical synthesis of recent research. Review of Educational Research, 45, 1, 89-125.
Tinto, V. (2012). Completing college: Rethinking institutional action. Chicago: University of Chicago Press.
Tinto, V. (2017). Reflections on student persistence. Student Success, 8, 2, 1-8.
Yukselturk, E., & Yildirim, Z. (2008). Investigation of interaction, online support, course structure and flexibility as the contributing factors to students' satisfaction in an online certificate program. Educational Technology & Society, 11, 4, 51–65.
Zuckerman, M. (1979). Sensation seeking: beyond the optimal level of arousal. Hillsdale, NJ: Lawrence Erlbaum.
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2021-11-20
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Carneiro, T. C. J., Ferreira, M., de Moura, R. L., & Dias, T. de L. (2021). MODELO 3M DE MOTIVAÇÃO E PERSONALIDADE APLICADO À PERSISTÊNCIA DISCENTE EM CURSOS A DISTÂNCIA . Gestão E Sociedade, 15(43). https://doi.org/10.21171/ges.v15i43.3565
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