The Impact of Students' Motivational Drive and Attitude toward Online Learning on Their Academic Engagement during the Emergency Situation
Background: The advent of emergency remote teaching has significantly transformed the landscape of higher education through the Internet environment. The online learning environment elicits varying student engagement, apathy, and frustration. Nevertheless, digital literacy is not the exclusive fact...
Saved in:
| Main Authors: | , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
National Research University Higher School of Economics
2025-03-01
|
| Series: | Journal of Language and Education |
| Subjects: | |
| Online Access: | https://jle.hse.ru/article/view/12439 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1850274624695173120 |
|---|---|
| author | Audi Yundayani Yatha Yuni Fiki Alghadari |
| author_facet | Audi Yundayani Yatha Yuni Fiki Alghadari |
| author_sort | Audi Yundayani |
| collection | DOAJ |
| description |
Background: The advent of emergency remote teaching has significantly transformed the landscape of higher education through the Internet environment. The online learning environment elicits varying student engagement, apathy, and frustration. Nevertheless, digital literacy is not the exclusive factor determining students’ academic participation in online learning during an emergency. Students need an extra compelling element.
Purpose: To investigate students’ motivational urges and attitudes toward emergency online learning scenarios that impact their academic engagement.
Method: An explanatory research design was implemented in the research method to quantify the intensity and direction of the relationship between variables and elucidate the impact of a single variable on another. Two hundred-eight undergraduate students from a private higher education institution comprised the research's respondents. The structural equation modeling and Hayes' bootstrapping technique were employed to analyze the data further, which was collected through an internet-based poll. In addition, the Confirmatory Factor Analysis (CFA) method was employed to assess the reflective measurement models. This included the internal consistency (Cronbach's alpha, composite reliability), the convergent validity encompassed indicator reliability and average variance extracted (AVE), and the discriminant validity conducted using the cross-loadings approach and the Fornell-Larcker criterion.
Results: The research findings suggest that driven students are more inclined to participate in online learning during an emergency remote teaching scenario by actively controlling their study time and autonomously gaining a deeper comprehension of the academic content. Their active participation in online learning is further evidenced by their motivation derived from attention, relevance, confidence, and satisfaction in emergency remote teaching scenarios. The attitude towards online learning (AOL) fostered by these motivational elements had a negligible impact on the student effort. Furthermore, students residing in rural areas exhibit prevailing motivational elements, such as self-assurance and focus, that motivate them to invest time in creating and understanding educational resources. Concurrently, students residing in metropolitan regions exhibit a prevailing driving force in attention and satisfaction, resulting in a favorable disposition towards active academic participation in online learning by fostering the acquisition of time management abilities.
Conclusion: The results have implications for teachers developing teaching activities to encourage active student academic participation in online learning setting, considering the students’ specific needs, backgrounds, characteristics, and abilities.
|
| format | Article |
| id | doaj-art-d0fc178fb6ce40e39b651093407c4d2e |
| institution | OA Journals |
| issn | 2411-7390 |
| language | English |
| publishDate | 2025-03-01 |
| publisher | National Research University Higher School of Economics |
| record_format | Article |
| series | Journal of Language and Education |
| spelling | doaj-art-d0fc178fb6ce40e39b651093407c4d2e2025-08-20T01:51:06ZengNational Research University Higher School of EconomicsJournal of Language and Education2411-73902025-03-0111110.17323/jle.2025.12439The Impact of Students' Motivational Drive and Attitude toward Online Learning on Their Academic Engagement during the Emergency SituationAudi Yundayani0Yatha Yuni1Fiki Alghadari2STKIP Kusuma Negara, IndonesiaSTKIP Kusuma Negara, IndonesiaUniversitas Jambi, Indonesia Background: The advent of emergency remote teaching has significantly transformed the landscape of higher education through the Internet environment. The online learning environment elicits varying student engagement, apathy, and frustration. Nevertheless, digital literacy is not the exclusive factor determining students’ academic participation in online learning during an emergency. Students need an extra compelling element. Purpose: To investigate students’ motivational urges and attitudes toward emergency online learning scenarios that impact their academic engagement. Method: An explanatory research design was implemented in the research method to quantify the intensity and direction of the relationship between variables and elucidate the impact of a single variable on another. Two hundred-eight undergraduate students from a private higher education institution comprised the research's respondents. The structural equation modeling and Hayes' bootstrapping technique were employed to analyze the data further, which was collected through an internet-based poll. In addition, the Confirmatory Factor Analysis (CFA) method was employed to assess the reflective measurement models. This included the internal consistency (Cronbach's alpha, composite reliability), the convergent validity encompassed indicator reliability and average variance extracted (AVE), and the discriminant validity conducted using the cross-loadings approach and the Fornell-Larcker criterion. Results: The research findings suggest that driven students are more inclined to participate in online learning during an emergency remote teaching scenario by actively controlling their study time and autonomously gaining a deeper comprehension of the academic content. Their active participation in online learning is further evidenced by their motivation derived from attention, relevance, confidence, and satisfaction in emergency remote teaching scenarios. The attitude towards online learning (AOL) fostered by these motivational elements had a negligible impact on the student effort. Furthermore, students residing in rural areas exhibit prevailing motivational elements, such as self-assurance and focus, that motivate them to invest time in creating and understanding educational resources. Concurrently, students residing in metropolitan regions exhibit a prevailing driving force in attention and satisfaction, resulting in a favorable disposition towards active academic participation in online learning by fostering the acquisition of time management abilities. Conclusion: The results have implications for teachers developing teaching activities to encourage active student academic participation in online learning setting, considering the students’ specific needs, backgrounds, characteristics, and abilities. https://jle.hse.ru/article/view/12439ARCS model of motivational factorsacademic engagementattitudes to online learningself-regulated learning method |
| spellingShingle | Audi Yundayani Yatha Yuni Fiki Alghadari The Impact of Students' Motivational Drive and Attitude toward Online Learning on Their Academic Engagement during the Emergency Situation Journal of Language and Education ARCS model of motivational factors academic engagement attitudes to online learning self-regulated learning method |
| title | The Impact of Students' Motivational Drive and Attitude toward Online Learning on Their Academic Engagement during the Emergency Situation |
| title_full | The Impact of Students' Motivational Drive and Attitude toward Online Learning on Their Academic Engagement during the Emergency Situation |
| title_fullStr | The Impact of Students' Motivational Drive and Attitude toward Online Learning on Their Academic Engagement during the Emergency Situation |
| title_full_unstemmed | The Impact of Students' Motivational Drive and Attitude toward Online Learning on Their Academic Engagement during the Emergency Situation |
| title_short | The Impact of Students' Motivational Drive and Attitude toward Online Learning on Their Academic Engagement during the Emergency Situation |
| title_sort | impact of students motivational drive and attitude toward online learning on their academic engagement during the emergency situation |
| topic | ARCS model of motivational factors academic engagement attitudes to online learning self-regulated learning method |
| url | https://jle.hse.ru/article/view/12439 |
| work_keys_str_mv | AT audiyundayani theimpactofstudentsmotivationaldriveandattitudetowardonlinelearningontheiracademicengagementduringtheemergencysituation AT yathayuni theimpactofstudentsmotivationaldriveandattitudetowardonlinelearningontheiracademicengagementduringtheemergencysituation AT fikialghadari theimpactofstudentsmotivationaldriveandattitudetowardonlinelearningontheiracademicengagementduringtheemergencysituation AT audiyundayani impactofstudentsmotivationaldriveandattitudetowardonlinelearningontheiracademicengagementduringtheemergencysituation AT yathayuni impactofstudentsmotivationaldriveandattitudetowardonlinelearningontheiracademicengagementduringtheemergencysituation AT fikialghadari impactofstudentsmotivationaldriveandattitudetowardonlinelearningontheiracademicengagementduringtheemergencysituation |