The Effects of Student Motivation and Self-regulated Learning Strategies on Student’s Perceived E-learning Outcomes and Satisfaction
DOI:
https://doi.org/10.33423/jhetp.v19i7.2529Keywords:
Higher Education, Distance Education/Distance Learning, Intrinsic Motivation, Extrinsic Motivation, Self- Regulated Learning Strategies, Perceived Learning Outcomes, Perceived Student SatisfactionAbstract
Structural equation modeling is applied to examine the effects of intrinsic motivation, extrinsic motivation, and self-regulated learning strategies on e-learners’ satisfaction and their perceived learning outcomes. A total of 372 valid unduplicated responses from students who have completed at least one online course at a university in the Midwest were used to examine the structural model. The results indicated that intrinsic motivation, self-regulated learning strategies affect e-learners’ learning outcomes. However, extrinsic student motivation had no significant relationship with learning outcomes. Nevertheless, it affected the self-regulated learning. The findings suggest that intrinsic motivation was the strongest predictors of e- learning outcomes.