Evaluation of an academic satisfaction model in E-learning education contexts

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 socialcognitive 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, selfefficacy, 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.

Medical students' academic satisfaction: Social cognitive factors matter

“…These results largely corroborated earlier studies that has showed positive relations of goal progress, environmental support and self‐efficacy to AS 2,36–38 . Goal progress (i.e.…”

“…These results largely corroborated earlier studies that has showed positive relations of goal progress, environmental support and selfefficacy to AS. 2,[36][37][38] Goal progress (i.e. the perception that one is making progress at personally valued goals) was shown to be a particularly reliable predictor of domain satisfaction 13 ; environment and resources are relevant to AS because they can support and facilitate medical students' goal-directed involvement; self-efficacy is another core construct that there is substantial evidence supporting its predictive validity in medical education literature.…”

“…These findings are largely in line with those of previous studies. First, although some studies found that female medical students experienced more stress or depression, 47,48 Chinese female medical students were often more satisfied with their academic studies 49 and had higher levels of life satisfaction than their male counterparts 38 . It is perhaps because Chinese female medical students had higher levels of resilience that played an important role 50 .…”

“…First, although some studies found that female medical students experienced more stress or depression, 47,48 Chinese female medical students were often more satisfied with their academic studies 49 and had higher levels of life satisfaction than their male counterparts. 38 It is perhaps because Chinese female medical students had higher levels of resilience that played an important role. 50 Second, the financial burden has been found as a negative predictor of medical students' career choice and academic performance.…”

The Reconstruction of Blended Learning Teaching Model for Full Online Learning System: A Study on English Education Department in Islamic Universities in Indonesia

“…After the validation process by the students, lecturers and experts had been completed, the teaching model was revised based on the corrections and suggestions from the experts. This stage was important in order to ensure a quality final product of the development research (Zalazar et al, 2021). Revisions made by the researchers relate to changes in teaching models that were not in accordance with the needs of the students and lecturers, spelling errors, structures that are not in accordance with the applicable curriculum, and suggestions to use more familiar platforms in teaching online.…”