A structural equation modeling analysis of relationships among university students’ readiness for e-learning, self-regulation skills, satisfaction, and academic achievement

Abstract

Abstract The aim of this study is to examine the relationships of readiness for e-learning with self-regulation skills, satisfaction, and academic achievement in university students taking campus-based courses via distance learning. In this context, a structural equation model is proposed by taking studies in the literature into consideration. The proposed model is analyzed and discussed in the light of the literature. A total of 749 university students from a state university in Turkey participated voluntarily in the study. A scale of readiness for e-learning, a self-regulated online learning scale, and a satisfaction survey were used as data collection tools in the study. The fit index values obtained from the analysis were observed to be χ2/df = 4.11, CFI = .90, and RMSEA = .06, which were at an acceptable level. The research results reveal that the university students’ readiness for e-learning was effective on their self-regulation skills, satisfaction, and academic achievement. Implementation suggestions are made in line with the research findings and conclusions.

Keywords

• E-learning
• Readiness for e-learning
• Self-regulated learning
• Satisfaction
• Achievement