University of Tennessee at Chattanooga
Place of Publication
This study examined the relationship among motivation, engagement, and academic outcomes in online learning during the COVID-19 pandemic. Participants were 41 students enrolled in at least two online classes. They completed a survey measuring motivation, engagement, and academic performance in their online courses. It was hypothesized that greater motivation and engagement would predict greater academic outcomes, and that engagement mediates the relationship between motivation and academic outcomes. Regression analyses showed that both motivation and engagement significantly predicted academic outcomes. Engagement was not a significant mediator between motivation and academic outcomes; rather, mediation analyses found that motivation mediated the relationship between engagement and academic outcomes. Findings suggest that both motivation and engagement are important for understanding academic outcomes in online courses.
Tran, Thuy Vy and Aspiras, Olivia
"College students' engagement and academic outcomes in online learning during the COVID-19 pandemic,"
Modern Psychological Studies: Vol. 28:
1, Article 3.
Available at: https://scholar.utc.edu/mps/vol28/iss1/3