THE MEDIATING ROLE OF SELF-DIRECTED LEARNING IN THE RELATIONSHIP BETWEEN COMPUTER SELF-EFFICACY, ONLINE LEARNING MOTIVATION, AND ONLINE LEARNING SATISFACTION AMONG CAMBODIAN COLLEGE STUDENTS

Abstract

This study investigated the effects of computer self-efficacy and motivation in online learning on online learning satisfaction in Cambodian college students, with a particular focus on the mediating role of self-directed learning. Using Google Forms, data were collected from students enrolled in public and private universities in Cambodia, with 376 responses were included in the final analysis. The study employed a mediation regression model to assess the direct and indirect relationships among the variables. The results indicated that both computer self-efficacy and motivation for online learning had a significant positive effect on online learning satisfaction. In addition, these two factors significantly influenced self-directed learning. Most notably, self-directed learning was found to partially mediate the relationship between both computer self-efficacy and motivation and online learning satisfaction. These findings suggest that self-directed learning plays a crucial role in enhancing students’ satisfaction with online learning environments. However, this study has several limitations. The sample was limited to undergraduate students, which may reduce its generalizability. Future studies should consider broader and more diverse samples across educational levels. Moreover, only a few variables were examined; future research should explore additional predictors for online learning satisfaction and test a more integrated model.