Moderating Role of Teachers’ Academic Support between Students’ Satisfaction with Online Learning and Academic Motivation in Undergraduate Students during COVID-19

The study explored the moderating role of teachers’ academic support between students’ satisfaction with online learning and academic motivation during the pandemic of COVID-19 in Pakistan. It was hypothesized that teachers’ academic support is likely to moderate the relationship between students’ s...

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Autores principales:	Sabila Naseer, Shamim Rafique
Formato:	article
Lenguaje:	EN
Publicado:	Hindawi Limited 2021
Materias:	Education (General) L7-991
Acceso en línea:	https://doaj.org/article/1543a103195e4b9e915456e9b9525253
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spelling	oai:doaj.org-article:1543a103195e4b9e915456e9b95252532021-11-15T01:20:04ZModerating Role of Teachers’ Academic Support between Students’ Satisfaction with Online Learning and Academic Motivation in Undergraduate Students during COVID-192090-401010.1155/2021/7345579https://doaj.org/article/1543a103195e4b9e915456e9b95252532021-01-01T00:00:00Zhttp://dx.doi.org/10.1155/2021/7345579https://doaj.org/toc/2090-4010The study explored the moderating role of teachers’ academic support between students’ satisfaction with online learning and academic motivation during the pandemic of COVID-19 in Pakistan. It was hypothesized that teachers’ academic support is likely to moderate the relationship between students’ satisfaction with online learning and the academic motivation of undergraduate students. A correlational research design was used and a sample of 406 students (male and female) within the age ranges of 18–22 years (M = 21.09, SD = 1.41 (male); M = 20.18, SD = 0.71 (female)) were included. The sample was selected through the purposive sampling strategy from different universities in Punjab, Pakistan. Students’ Satisfaction with Online Learning Questionnaire, Teachers’ Academic Support Scale, and Academic Motivation Scale were used. The results of moderation analysis through PROCESS macro 3.5 revealed that teachers’ academic support played a moderating role in students’ satisfaction with online learning and the academic motivation of undergraduate students. Findings will provide support to educational administrators, policymakers, course designers, and curriculum developers for organizing the curriculum and formulating a system to identify that students need different support optimally in a digital learning environment.Sabila NaseerShamim RafiqueHindawi LimitedarticleEducation (General)L7-991ENEducation Research International, Vol 2021 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Education (General) L7-991
spellingShingle	Education (General) L7-991 Sabila Naseer Shamim Rafique Moderating Role of Teachers’ Academic Support between Students’ Satisfaction with Online Learning and Academic Motivation in Undergraduate Students during COVID-19
description	The study explored the moderating role of teachers’ academic support between students’ satisfaction with online learning and academic motivation during the pandemic of COVID-19 in Pakistan. It was hypothesized that teachers’ academic support is likely to moderate the relationship between students’ satisfaction with online learning and the academic motivation of undergraduate students. A correlational research design was used and a sample of 406 students (male and female) within the age ranges of 18–22 years (M = 21.09, SD = 1.41 (male); M = 20.18, SD = 0.71 (female)) were included. The sample was selected through the purposive sampling strategy from different universities in Punjab, Pakistan. Students’ Satisfaction with Online Learning Questionnaire, Teachers’ Academic Support Scale, and Academic Motivation Scale were used. The results of moderation analysis through PROCESS macro 3.5 revealed that teachers’ academic support played a moderating role in students’ satisfaction with online learning and the academic motivation of undergraduate students. Findings will provide support to educational administrators, policymakers, course designers, and curriculum developers for organizing the curriculum and formulating a system to identify that students need different support optimally in a digital learning environment.
format	article
author	Sabila Naseer Shamim Rafique
author_facet	Sabila Naseer Shamim Rafique
author_sort	Sabila Naseer
title	Moderating Role of Teachers’ Academic Support between Students’ Satisfaction with Online Learning and Academic Motivation in Undergraduate Students during COVID-19
title_short	Moderating Role of Teachers’ Academic Support between Students’ Satisfaction with Online Learning and Academic Motivation in Undergraduate Students during COVID-19
title_full	Moderating Role of Teachers’ Academic Support between Students’ Satisfaction with Online Learning and Academic Motivation in Undergraduate Students during COVID-19
title_fullStr	Moderating Role of Teachers’ Academic Support between Students’ Satisfaction with Online Learning and Academic Motivation in Undergraduate Students during COVID-19
title_full_unstemmed	Moderating Role of Teachers’ Academic Support between Students’ Satisfaction with Online Learning and Academic Motivation in Undergraduate Students during COVID-19
title_sort	moderating role of teachers’ academic support between students’ satisfaction with online learning and academic motivation in undergraduate students during covid-19
publisher	Hindawi Limited
publishDate	2021
url	https://doaj.org/article/1543a103195e4b9e915456e9b9525253
work_keys_str_mv	AT sabilanaseer moderatingroleofteachersacademicsupportbetweenstudentssatisfactionwithonlinelearningandacademicmotivationinundergraduatestudentsduringcovid19 AT shamimrafique moderatingroleofteachersacademicsupportbetweenstudentssatisfactionwithonlinelearningandacademicmotivationinundergraduatestudentsduringcovid19
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Moderating Role of Teachers’ Academic Support between Students’ Satisfaction with Online Learning and Academic Motivation in Undergraduate Students during COVID-19

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