Problem:
Guided by self determination theory, Ferrer et al. (2022), surveyed 574 Australian business students to understand their attitudes toward online learning and the effects on their motivation and participation in their studies (p. 317). The goal of the study was to investigate the processes through which student motivation drives engagement in online learning, considering whether learners study on-campus or online (p. 318). The following conceptual model illustrates the mechanisms linking students' motivation to their engagement in online settings, while assessing how the mode of study may influence this connection. Figure 1. A student's motivation affects engagement indirectly through students' attitudes to online learning, but the strength of that indirect effect depends on the mode of study (Ferrer et al., 2022, p. 320). Ryan and Deci (2000) have described motivation as made up of three distinct forms-amotivation, extrinsic motivation, and intrinsic motivation-each differing in how much personal control or self determination it involves (as cited in Ferrer, et al., 2022, p. 319). At one end of the continuum is amotivation, where a person has no intention or desire to act and feels little internal control. At the opposite end is intrinsic motivation, where people engage in an activity because they find it inherently enjoyable or meaningful, reflecting a strong inner drive and sense of control. Vallerand et al. (1992) claimed that "individuals with high intrinsic motivation. Need Assignment Help?