Examining the Relationships between Academic Intrinsic Motivation, Online Learning Self-Efficacy, and Online Student Engagement: A Study on Distance Education Students

This research explored the relationships between online learning self-efficacy, academic intrinsic motivation, and student engagement in online learning, with particular attention given to the mediating role of academic intrinsic motivation on self-efficacy's influence on engagement. A research model was formulated in alignment with the study's hypotheses. Using a quantitative approach, the study applied both descriptive and relational survey models. The sample comprised 185 associate degree students participating in a distance education program at a state university. Data collection was conducted through a structured questionnaire. The research model and hypotheses were tested using the Partial Least Squares Structural Equation Modeling (PLS-SEM) method. The findings supported the hypotheses, revealing that online learning self-efficacy positively influenced both academic intrinsic motivation and student engagement. Additionally, it was discovered that online learning self-efficacy indirectly affected engagement, with academic intrinsic motivation serving as a mediator.