Questionnaire for MBR

So far, the list of constructs that we have in our model=

self-efficacy (ADDED)
PEU (added)
Perceived ease of use: 6 items adapted from Davis’s [20] study
1. Learning to use the Medisafe app was easy for me.
2. I found it easy to get the Medisafe app to do what I want it to do to manage my medications.
3. Using the Medisafe app was clear and understandable.
4. I found the Medisafe app to be flexible to use.
5. It was easy for me to become skillful at using the Medisafe app.
6. I found the Medisafe app to be easy to use.
All items were measured on a 7-point Likert-type scale ranging from “strongly disagree” (score 1) to
“strongly agree” (score 7).

PU (Added)
Perceived usefulness: 6 items adapted from Davis’s [20] study
1. Using the Medisafe app would help me quickly check what medications I should take.
2. Using the Medisafe app would help me to better manage and keep track of my medications.
3. Using the Medisafe app would help me to not miss taking my medications.
4. Using the Medisafe app would help me to remember to take my medications.
5. Using the Medisafe app would make it easier to manage and keep track of my medications.
6. I would find the Medisafe app to be useful in managing and keeping track of my medications.
All items were measured on a 7-point Likert-type scale ranging from “strongly disagree” (score 1) to
“strongly agree” (score 7).

Engagement
1. The instructor facilitated discussions in the course.
2. I felt comfortable interacting with other participants in the online course.
3. I felt comfortable participating in the course discussions.
4. I felt comfortable conversing through this text–based medium.
5. Computer–mediated communication is an excellent medium for social interaction.
6. The instructor created a feeling of an online community.
7. I was able to form distinct individual impressions of some course participants even
though we communicated only via a text–based medium.
8. The introductions enabled me to form a sense of online community.
9. Discussions using the medium of computer–mediated communication tend to be more
impersonal than face– to–face discussions.
10. I felt my point of view was acknowledged by other participants in the course
11. I felt comfortable introducing myself in the online course.
 12. Computer–mediated communication is more impersonal than video teleconference
discussions.
13. Computer–mediated communication is more impersonal than audio teleconference
discussions.
14. Messages in the online course were impersonal.
Scale: 5 = strongly agree, 4 = agree, 3 = uncertain, 2 = disagree, and 1 = strongly disagree.

Intrinsic motivation
3. No matter how much I like or dislike a class,
I still try to learn from it. (Mastery goals)

I feel that challenging assignments can be

great learning experiences. (Mas) 1234567

College helps me to gain valuable

knowledge. (Mas) 1234567

8. My quality of performance is dependent on my

grade in the class. (Mas)-R 1234567

22. I work best in a group environment. (Need)-R 1234567

23. I do all that I can to make my assignments

turn out perfectly. (Need) 1234567

I sign up for the classes that will prepare

me for the future.(Need)

I have high expectations of myself.(Need) 1234567

27. I see myself as well-informed in many

academic areas.(Mas)

I get frustrated when I find out that I did

not need to study as much as I did for a
test.(Need)

Intention
1. I intend to use the e-learning websites in the next months.
2. I predict I would use the e-learning websites in the next months.
3. I plan to use the e-learning websites in the next months.
All items were measured on a 7-point Likert-type scale ranging from “strongly disagree” (score 1) to
“strongly agree” (score 7).

Satisfaction
1. I am satisfied with this program.
2. Distance education is worth my time.
3. I enjoy studying by distance.
4. Distance education is stimulating.
5. Distance education is exciting.
6. I look forward to learning by distance.
 7. I prefer distance education.
Scale: 5 = strongly agree, 4 = agree, 3 = neither agree or disagree, 2 = disagree, 1 = strongly
disagree
Interest
Feedback

For Samra’s question pdf please keep this in mind; the questionnaire has been
designed such that:
Academic Intrinsic Motivation Questionnaire
The proposed inventory will be made up of six factors: two intrinsic factors and four extrinsic
factors. Intrinsic motivation factors include: mastery goals and the need for achievement.
Extrinsic motivation factors include authority expectations (family and professor), peer
acceptance, power motivations, and fear of failure. I will begin with ten statements for each
factor. Each college student will give themselves a rating for each on a 7-point Likert scale (1=
does not describe me; 7= absolutely describes me). One who rates themselves highly on intrinsic
statements and low on extrinsic statements will be considered a student with high intrinsic
motivation. One who rates themselves highly on extrinsic factors and low on intrinsic factors will
be considered a student with low intrinsic motivation. For the purpose of obtaining construct
validity, a single score of intrinsic motivation will be assigned to each subject. A sample
inventory is provided in
Appendix A.