Literature Review Research Matrix

Parenthetical Citation

Keywords

Research Question(s) AND/OR Hypotheses (word-for-word)

Theoretical Framework or Model

Population description, Sample description, “N=” (number of actual participants)

Methodology & Design (if provided)

Summary of Findings (in your own words)

(Hernandez Gonzalez & Blackford, 2022)

Graduate students, online education, student engagement, inter-role conflict, intrinsic motivation

Hypotheses:

H1a

Intrinsic motivation is positively associated with learning outcomes as measured by self-reported learning.

H1b

Intrinsic motivation is positively associated with learning outcomes as measured by grades.

H2a

Engagement mediates the positive relationship between intrinsic motivation and self-reported learning.

H2b

Engagement mediates the positive relationship between intrinsic motivation and grades.

H3

The positive relationship between intrinsic motivation and engagement is moderated by work-school-family inter-role conflict, such that as conflict increases the relationship will weaken.

Tinto’s Two-factor model, McClusky’s theory of margin, the demand resource model (JDR)

N = 244

Online graduate students, average age of 34.34, 94% had FT job, 73.3% female, 57% had dependents.

Quantitative

Longitudinal/survey design

Intrinsic motivation appears to be stronger when higher levels of student engagement are present. Researchers found a significant positive relationship between intrinsic motivation and learning as well as grade outcomes. Finally inter-role conflict seemed to weaken the relationship between motivation and engagement. When students feel more control over their course experiences, the outcome is more positive.