Mediating effect of psychological needs satisfaction on the relationship between presence and academic motivation during online learning

Abstract

Academic motivation is a prerequisite of human learning and development. There are direct and indirect predictors that address the problem of declining academic motivation of undergraduates during online learning. As lack of interaction has been cited as a central reason for reduced academic motivation in online learning, this study examined the association between presences (cognitive, social, and teaching) and academic motivation. Recent systematic reviews and meta-analyses have found psychological needs satisfaction to be related to autonomous motivation and indicators of wellbeing. As such, this study examined the mediating role of psychological needs satisfaction on the relationship between presences and academic motivation during online learning among undergraduates in Malaysia. Two hundred and fifty students from private universities across the country were recruited via convenience sampling. A correlational research design was employed and participants filled in a cross-sectional online survey. Results revealed that there are significant positive relationships between presences and autonomous academic motivation as well as presences and controlled academic motivation. There was also a significant negative relationship between presences and academic amotivation. Further, it was found that psychological needs satisfaction significantly mediated the relationships between presences and autonomous academic motivation as well as presences and academic amotivation. Psychological needs satisfaction, however, did not significantly mediate the relationship between presences and controlled academic motivation. These findings provide insights into addressing the problem of low academic motivation during online learning, in turn, aid university administration to address the higher rates of attrition in online learning.