Evaluation of an Academic Satisfaction Model in E-Learning Education Contexts

Autor/inn/en	Zalazar-Jaime, Mauricio Federico; Moretti, Luciana Sofía; García-Batista, Zoilo Emilio; Medrano, Leonardo Adrián
Titel	Evaluation of an Academic Satisfaction Model in E-Learning Education Contexts
Quelle	In: Interactive Learning Environments, 31 (2023) 7, S.4687-4697 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zalazar-Jaime, Mauricio Federico) ORCID (Moretti, Luciana Sofía) ORCID (García-Batista, Zoilo Emilio) ORCID (Medrano, Leonardo Adrián)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2021.1979047
Schlagwörter	Student Satisfaction; Electronic Learning; COVID-19; Pandemics; Distance Education; Path Analysis; Predictor Variables; Social Support Groups; Self Efficacy; Outcomes of Education; College Students + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Pfadanalyse; Prädiktor; Social support; Soziale Unterstützung; Self-efficacy; Selbstwirksamkeit; Lernleistung; Schulerfolg; Collegestudent
Abstract	The urgent imperative to "move online," caused by the recent COVID-19 pandemic, has led to an in-depth study of the psychological factors involved in designing successful online learning experiences. The social-cognitive model of academic satisfaction has been widely researched in conventional educational contexts in different countries. The purpose of this research was to evaluate the adequacy of this model in e-learning education contexts. The method used was path analysis, including as independent variables: social support, informational support, self-efficacy, outcome expectations and progress in goals. The results indicated that the model adjusted satisfactorily, explaining 45% of the variance in academic satisfaction. As a specific finding of this study, in an e-learning context, it can be mentioned that a greater contribution of socio-emotional support was demonstrated with respect to informational support. On the other hand, a weak contribution of outcome expectations on academic satisfaction was verified, aspect that requires furthers research and the development of specific measures for e-learning education context. In summary, the results of this research together provide preliminary evidence favorable to the social-cognitive model of academic satisfaction in virtual environments of university education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01