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Effects of the ARCS‐V‐based motivational strategies on online learners' academic performance, motivation, volition, and course interest

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dc.contributor.authorKUMTEPE, ALPER TOLGA
dc.contributor.authorAlper Tolga Kumtepe
dc.contributor.orcid0000-0001-9174-4299
dc.contributor.orcid0000-0002-2456-6338
dc.date.accessioned2025-11-13T09:09:14Z
dc.date.issued2019-11-19
dc.identifier.doihttps://doi.org/10.1111/jcal.12404
dc.identifier.endpage349
dc.identifier.issn0266-4909
dc.identifier.issue3
dc.identifier.openalexW2990917750
dc.identifier.startpage335
dc.identifier.urihttps://hdl.handle.net/11421/609
dc.identifier.urihttps://doi.org/10.1111/jcal.12404
dc.identifier.volume36
dc.language.isoen
dc.relation.ispartofJournal of Computer Assisted Learning
dc.rightsrestrictedAccess
dc.subjectVolition (linguistics)
dc.subjectPsychology
dc.subjectRelevance (law)
dc.subjectIntrinsic motivation
dc.subjectSocial psychology
dc.subjectMathematics education
dc.subjectCognitive psychology
dc.subject.sdg4
dc.titleEffects of the ARCS‐V‐based motivational strategies on online learners' academic performance, motivation, volition, and course interest
dc.typeArticle
dspace.entity.typePublication
local.authorid.openalexA5001088430

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