Literature Review Research Matrix
Please note that the first row of data is meant as an example. Please read the example article (Gonzalez & Blackford, 2022) as a guide for how to dissect each article assigned.
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.
References
Hernandez Gonzalez, C. A. H., & Blackford, B. J. (2022). Engagement as antecedent of academic achievement and the moderating impact of work-family-school inter-role conflict for online graduate students. The International Journal of Management Education, 20(3), 1–13.https://doi.org/10.1016/j.ijme.2022.100676
