摘要：AbstractThis study focuses on undergraduate students’ conceptions of learning related to their level of intrinsic motivation for learning and to their learning context. Participants in this study were 160 final-year undergraduate psychology students, 34 male and 126 female, aged 20 to 49 years (M=30.61, SD=8.55), 80 from regular full-time and 80 from distance educational programs. In order to collect the data, 3 self-rating questionnaires were used. The research's results provide an empirical basis for programs aiming to promote effective conceptions of learning through new forms of teaching in higher education.
关键词：Conceptions of learning;Intrinsic motivation;Regular and distance learning.
