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JOURNAL OF HIGHER EDUCATION THEORY AND PRACTICE
The Effects of Student Motivation and Self-regulated Learning Strategies on Student’s Perceived E-learning Outcomes and Satisfaction
Author(s): Sean Eom
Citation: Sean Eom, (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, Vol. 19, ss. 7, pp. 29-42
Article Type: Research paper
Publisher: North American Business Press
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.
