The Effects of Motivation and Self-regulation on Satisfaction in the Community of Inquiry
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DOI: 10.23977/esac2022.013
Author(s)
Yuqin Yang, Ruonan Zhang, Zhizi Zheng
Corresponding Author
Yuqin Yang
ABSTRACT
This study proposes a hypothetical model that takes self-regulation and learning motivation as initial variables, social presence, teaching presence, cognitive presence as intervening variables, and learning satisfaction as the outcome variable, and validates the hypothetical model by path analysis. The results implied that self-regulation ability and intrinsic motivation have a direct and indirect significant impact on learning satisfaction.
KEYWORDS
Online learning, Self-regulation, Community of inquiry, Motivation