The Effects of Student Motivation and Self-regulated Learning Strategies on Student’s Perceived E-learning Outcomes and Satisfaction

Authors

  • Sean Eom Southeast Missouri State University

DOI:

https://doi.org/10.33423/jhetp.v19i7.2529

Keywords:

Higher Education, Distance Education/Distance Learning, Intrinsic Motivation, Extrinsic Motivation, Self- Regulated Learning Strategies, Perceived Learning Outcomes, Perceived Student Satisfaction

Abstract

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.

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Published

2019-12-18

How to Cite

Eom, S. (2019). The Effects of Student Motivation and Self-regulated Learning Strategies on Student’s Perceived E-learning Outcomes and Satisfaction. Journal of Higher Education Theory and Practice, 19(7). https://doi.org/10.33423/jhetp.v19i7.2529

Issue

Section

Articles