Impact of Internet Self-Efficacy and Self-Regulated Learning on Satisfaction and Academic Achievement in Online Learning: A Case Study in Vietnam

Abstract

The unexpected prolonged expansion of the Covid-19 pandemic has urged numerous educational institutions worldwide, including Vietnam, to offer online courses. Identifying factors that impact student satisfaction and academic achievement, hence, becomes crucial in online learning environments. The current study examines the impact of students' self-regulated learning and Internet self-efficacy on these two learning outcomes in an online environment. The proposed research model consists of two exogenous variables including students' Internet self-efficacy and self-regulated learning, and two endogenous variables, namely students' satisfaction and academic achievement. 710 students from four universities in Vietnam voluntarily participated in this study by completing an online survey questionnaire. The data analysis was performed by Partial Least Square Structural Equation Modeling (PLS-SEM). The results indicated that Internet self-efficacy, goal setting, and help-seeking have direct positive effects on both student satisfaction and academic achievement. Self-evaluation positively affected student satisfaction while it did not have an impact on student academic achievement. Elaboration, environment structuring, and task strategies did not have a statistically significant relationship with student satisfaction as well as their academic achievement. Students' satisfaction has a direct positive impact on their academic achievement. Pedagogical implications and limitations of the study are also deduced