Examining the Relationships between Academic Intrinsic Motivation, Online Learning Self-Efficacy, and Online Student Engagement: A Study on Distance Education Students

Emine Aruğaslan

doi:10.18009/jcer.1549186

EN TR

Examining the Relationships between Academic Intrinsic Motivation, Online Learning Self-Efficacy, and Online Student Engagement: A Study on Distance Education Students

Öz

This research explored the relationships between online learning self-efficacy, academic intrinsic motivation, and student engagement in online learning, with particular attention given to the mediating role of academic intrinsic motivation on self-efficacy's influence on engagement. A research model was formulated in alignment with the study's hypotheses. Using a quantitative approach, the study applied both descriptive and relational survey models. The sample comprised 185 associate degree students participating in a distance education program at a state university. Data collection was conducted through a structured questionnaire. The research model and hypotheses were tested using the Partial Least Squares Structural Equation Modeling (PLS-SEM) method. The findings supported the hypotheses, revealing that online learning self-efficacy positively influenced both academic intrinsic motivation and student engagement. Additionally, it was discovered that online learning self-efficacy indirectly affected engagement, with academic intrinsic motivation serving as a mediator.

Anahtar Kelimeler

Distance education, academic intrinsic motivation, self-efficacy, online student engagement, structural equation model

Examining the Relationships between Academic Intrinsic Motivation, Online Learning Self-Efficacy, and Online Student Engagement: A Study on Distance Education Students

Öz

This research explored the relationships between online learning self-efficacy, academic intrinsic motivation, and student engagement in online learning, with particular attention given to the mediating role of academic intrinsic motivation on self-efficacy's influence on engagement. A research model was formulated in alignment with the study's hypotheses. Using a quantitative approach, the study applied both descriptive and relational survey models. The sample comprised 185 associate degree students participating in a distance education program at a state university. Data collection was conducted through a structured questionnaire. The research model and hypotheses were tested using the Partial Least Squares Structural Equation Modeling (PLS-SEM) method. The findings supported the hypotheses, revealing that online learning self-efficacy positively influenced both academic intrinsic motivation and student engagement. Additionally, it was discovered that online learning self-efficacy indirectly affected engagement, with academic intrinsic motivation serving as a mediator.

Anahtar Kelimeler

Distance education, academic intrinsic motivation, self-efficacy, online student engagement, structural equation model

Etik Beyan

Ethical Committee Permission Information Name of the board that carries out ethical assessment: Scientific Research and Publication Ethics Committee of Isparta University of Applied Sciences The date and number of the ethical assessment decision: 07.06.2024 -196/03

Kaynakça

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Ayrıntılar

Birincil Dil

İngilizce

Konular

Eğitim Programları ve Öğretim (Diğer)

Bölüm

Araştırma Makalesi

Yazarlar

Emine Aruğaslan ^*
0000-0002-8153-9117
Türkiye

Erken Görünüm Tarihi

26 Şubat 2025

Yayımlanma Tarihi

21 Mart 2025

Gönderilme Tarihi

14 Eylül 2024

Kabul Tarihi

11 Şubat 2025

Yayımlandığı Sayı

Yıl 2025 Cilt: 13 Sayı: 25

DOI

https://doi.org/10.18009/jcer.1549186

IZ

https://izlik.org/JA78RB99AT

APA

Aruğaslan, E. (2025). Examining the Relationships between Academic Intrinsic Motivation, Online Learning Self-Efficacy, and Online Student Engagement: A Study on Distance Education Students. Journal of Computer and Education Research, 13(25), 80-105. https://doi.org/10.18009/jcer.1549186

AMA

1.Aruğaslan E. Examining the Relationships between Academic Intrinsic Motivation, Online Learning Self-Efficacy, and Online Student Engagement: A Study on Distance Education Students. JCER. 2025;13(25):80-105. doi:10.18009/jcer.1549186

Chicago

Aruğaslan, Emine. 2025. “Examining the Relationships between Academic Intrinsic Motivation, Online Learning Self-Efficacy, and Online Student Engagement: A Study on Distance Education Students”. Journal of Computer and Education Research 13 (25): 80-105. https://doi.org/10.18009/jcer.1549186.

EndNote

Aruğaslan E (01 Mart 2025) Examining the Relationships between Academic Intrinsic Motivation, Online Learning Self-Efficacy, and Online Student Engagement: A Study on Distance Education Students. Journal of Computer and Education Research 13 25 80–105.

IEEE

[1]E. Aruğaslan, “Examining the Relationships between Academic Intrinsic Motivation, Online Learning Self-Efficacy, and Online Student Engagement: A Study on Distance Education Students”, JCER, c. 13, sy 25, ss. 80–105, Mar. 2025, doi: 10.18009/jcer.1549186.

ISNAD

Aruğaslan, Emine. “Examining the Relationships between Academic Intrinsic Motivation, Online Learning Self-Efficacy, and Online Student Engagement: A Study on Distance Education Students”. Journal of Computer and Education Research 13/25 (01 Mart 2025): 80-105. https://doi.org/10.18009/jcer.1549186.

JAMA

1.Aruğaslan E. Examining the Relationships between Academic Intrinsic Motivation, Online Learning Self-Efficacy, and Online Student Engagement: A Study on Distance Education Students. JCER. 2025;13:80–105.

MLA

Aruğaslan, Emine. “Examining the Relationships between Academic Intrinsic Motivation, Online Learning Self-Efficacy, and Online Student Engagement: A Study on Distance Education Students”. Journal of Computer and Education Research, c. 13, sy 25, Mart 2025, ss. 80-105, doi:10.18009/jcer.1549186.

Vancouver

1.Emine Aruğaslan. Examining the Relationships between Academic Intrinsic Motivation, Online Learning Self-Efficacy, and Online Student Engagement: A Study on Distance Education Students. JCER. 01 Mart 2025;13(25):80-105. doi:10.18009/jcer.1549186

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Examining the Relationships between Academic Intrinsic Motivation, Online Learning Self-Efficacy, and Online Student Engagement: A Study on Distance Education Students

Öz

Anahtar Kelimeler

Examining the Relationships between Academic Intrinsic Motivation, Online Learning Self-Efficacy, and Online Student Engagement: A Study on Distance Education Students

Öz

Anahtar Kelimeler

Etik Beyan

Kaynakça

Ayrıntılar

Birincil Dil

Konular

Bölüm

Yazarlar

Erken Görünüm Tarihi

Yayımlanma Tarihi

Gönderilme Tarihi

Kabul Tarihi

Yayımlandığı Sayı

DOI

IZ

Kaynak Göster

Cited By

AI-Powered Discourse in Mathematics Education in Support of SDG 4: A Systematic Review of Contemporary Research Literature

Learning Analytics in Practice: Exploring the Relationship between Video Logs and Academic Achievement in Online Courses