Examining Impacts of Information System Success and Perceived Stress on Students' Self-Regulated Learning Mediated by Intrinsic Motivation in Online Learning Environments: Second-Order Structural Equation Modelling Analyses

Autor/inn/en	Nguyen, Vu Thanh Tam; Chen, Hsiu-Ling
Titel	Examining Impacts of Information System Success and Perceived Stress on Students' Self-Regulated Learning Mediated by Intrinsic Motivation in Online Learning Environments: Second-Order Structural Equation Modelling Analyses
Quelle	In: Education and Information Technologies, 28 (2023) 10, S.12945-12968 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nguyen, Vu Thanh Tam) ORCID (Chen, Hsiu-Ling)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-023-11685-w
Schlagwörter	Learning Strategies; Self Management; Anxiety; Student Motivation; Online Courses; Educational Environment; Electronic Learning; College Students; Student Attitudes; Developing Nations; Foreign Countries; Vietnam + Suchen Sie Ihr Suchwort? Learning methode; Learning techniques; Lernmethode; Lernstrategie; Selbstmanagement; Angst; Schulische Motivation; Online course; Online-Kurs; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Collegestudent; Schülerverhalten; Developing country; Developing countries; Entwicklungsland; Ausland
Abstract	The unanticipated switch from face-to-face learning to online education caused by the COVID-19 pandemic has led to a lack of familiarization preparation for students, potentially hampering their learning processes in several ways. The success of online learning is primarily based on the quality of the information systems, self-regulated learning, and intrinsic learning motivation. The severe stress amid epidemic lockdowns might trigger negative impacts on students' learning motivation and self-regulated learning. Nevertheless, studies examining the relationship between information system success, self-regulated learning, perceived stress, and intrinsic learning motivation in the context of developing countries are still scarce. The current research aims to address this gap in the literature. Participants were 303 university students. The results of second-order structural equation modelling revealed the positive direct and indirect relationships between information system success, intrinsic learning motivation, and online self-regulated learning. Besides, despite the insignificant relationships between perceived stress, intrinsic learning motivation, and online self-regulated learning, most participants in this study were found to have moderate to high stress levels. Hence, the potential adverse effect of stress on students' learning process should not be ignored. The results provide implications for educators and researchers studying online learning environments and educational psychology. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01