RELATIONSHIP BETWEEN MOTIVATION TO LEARN ONLINE AND PERCEIVED STRESS AMONG HIGH SCHOOL STUDENTS
RELATIONSHIP BETWEEN MOTIVATION TO LEARN ONLINE AND PERCEIVED STRESS AMONG HIGH SCHOOL STUDENTS

Summary/Abstract: This study aims to find the relationship between different aspects of motivation to learn online and perceived stress among high school students. The main problem of the research is to determine if there is a correlation between perceived stress scale and motivation sub-scales (such as intrinsic goal orientation, extrinsic goal orientation, control of learning beliefs, self-efficacy, social engagement, professor support). The sample of the study consists of 85 high school students, of which 15 in the first year, 16 second, 25 in the third year, and 29 fourth year of high school. Perceived stress is measured by Perceived Stress Scale (PSS) by Sheldon Cohen, a widely used questionnaire with 10 items, and student motivation to learn online is measured with The motivation to learn online questionnaire by Shawn Fowler with 32 items. The research confirmed that 57,6 % of the sample have a moderate scale of stress. The results showed also that there is a significant negative and average correlation between perceived stress scale and self-efficacy, professor- support, and social engagement.

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