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“Learning is not always fun, but it is fine” Effects of Rationale Generation on Autonomous Motivation and Learning in Uninteresting but Required Academic Activities
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This dissertation aimed to study the effects of rationale generation on college students’ autonomous motivation. Specific research questions were: (1) to investigate the relations among rationale generation, motivation, and learning through the lens of SDT; (2) to examine the causal effects of rationale generation on autonomous motivation and learning performance; and (3) to understand students’ perceptions of successful motivation strategies during uninteresting but required academic activity. An explanatory sequential mixed method design was used to answer these questions.