The effect of some different types of learning within training programs in terms of self-determination theory of motivation on developing self- academic identity and academic buoyancy and decreasing of mind wandering among university students in Egypt

Abstract EN

The research figured out the effectiveness of three variant types of learning presented in training programs in terms of self-determination theory of motivation on developing self- academic identity and academic buoyancy and mind wandering.

Three educational types for learning; blended e-learning, virtual learning, and traditional face-to-face learning were compared.

Two approaches conducted in this study; a quantitative approach, that is given complementary importance, accompanying the qualitative approach with the quantitative one being embedded within the qualitative data in the research.

The combination of different data collection methods aimed to reduce potential limitations of the research method's implication.

Academic identity was found to strongly predict academic integration within the three training programs: Blended e-Learning with traditional face-to-face learning and Virtual Learning.

Academic integration additionally seems to be a mediator to predicting other learning outcomes that include research performance, commitment to learning activities, and school time management.

Mind-wandering related to performance independent of the type of a training program as a determinant of performance.

Ultimately, not all training programs are equally beneficial to learners in terms of enhancing proper motivation for learners' success within the education environment.