Implications of Motivational Factors Regarding the Academic Success of Full-time and Distance Learning Undergraduate Students: A Self-determination Theory Perspective

The Self-Determination Theory has been useful for investigating the optimal performance of students. In this study we investigate the relationship between the type of education (full-time and distance), academic performance and motivation. The study sample consists of 162 participants, students of the Babes-Bolyai University, Faculty of Psychology and Educational Sciences. The participants were asked to provide demographical data and completed two questionnaires (Academic Motivation Scale, Basic Psychological Needs Satisfaction Scale). Our results emphasize that the relationships between intrinsic and extrinsic motivational components and academic performance present differences depending on the attended educational form.