The Relationship Between Learning Motivation and Online Learning Performance: The Mediating Role of Academic Self-Efficacy and Flow Experience

Abstract

Learning motivation is one of the key factors influencing students’ engagement in online learning. This study aims to explore the relationship between learning motivation and online learning performance and to delve into the mediating roles of academic self-efficacy and flow experience in this relationship. A questionnaire survey was conducted with 427 online learners, and structural equation modeling was employed for analysis. The results indicate that learning motivation has a positive effect on online learning performance. Academic self-efficacy and flow experience play a mediating role in the relationship between learning motivation and online learning performance. When students possess higher levels of academic self-efficacy, they are more likely to actively engage in learning, thereby improving their learning performance. Simultaneously, flow experience plays a significant role during the learning process. When students experience a state of flow, learning becomes more enjoyable and efficient, consequently enhancing academic achievement. Therefore, educators and educational institutions can take measures to cultivate students’ academic self-efficacy, such as providing positive feedback and support and encouraging students to face challenges. Additionally, creating a positive learning environment that fosters flow experiences can help improve students’ academic performance.