Effets des motifs d'entrée, des croyances d'efficacité personnelle et de l'engagement en formation sur le maintien, l'échec et la réussite des étudiants en situation de e-learning

Abstract

The purpose of this study is to test a predictive research model of e-learners retention, achievement and failure, integrating training motives and self-efficacy; with commitment playing a moderating role between these variables. A longitudinal investigative survey including two distinct measures was conducted among 255 students of an online university course. Our findings emphasize the value of the tested predictive model. They indicated that the considered intra-psychological processes (motivation, self-efficacy and commitment) have respective and differentiated effects on e-learning outcomes.