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Issue 5(1), October 2010 -- Paper Abstracts
Girard  (p. 9-22)
Cooper (p. 23-32)
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Coulmas-Law (p.42-46)
Stasio (p. 47-56)
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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.