Enhancing Online Learning Outcomes Through a Theory-Driven Intervention
The Mediating Roles of Motivation and Self-Regulation
Bibliographic Data
| ID | 22411101 |
|---|---|
| Authors | Liqian Jia (Fujian Hwa Nan Women's College, corresponding author), Wenshu Sun (0000-0003-3119-762X, Jiangmen Technician College) |
| Year | 2026 |
| Pages | 1-17 |
| Publication date | 2026-05-05 |
| Open Access | No |
| Type | ARTICLE |
| Venue | The Journal of Experimental Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-0973 • E-ISSN: 1940-0683 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00220973.2026.2664543 |
| OpenAlex | W7160376374 |
| Language | EN |
| References cited | 40 |
This study examines how a theory-driven psychological intervention enhances online learning outcomes through motivation and self-regulation. Grounded in self-determination theory and social cognitive theory, a 16-week quasi-experimental study with 376 undergraduates in a blended management course tested an LMS-embedded intervention featuring personalized reminders, progress visualization with goal setting, and digital badges. Compared to controls, the experimental group showed significantly greater engagement (study time, task completion, platform activity) and superior academic performance (Cohen's d = 0.64). The intervention boosted intrinsic and extrinsic motivation, reduced amotivation, and strengthened self-regulated learning. Mediation analysis showed intrinsic motivation and self-regulation jointly accounted for over half of the total effect. Findings demonstrate that psychologically supportive online interventions improve outcomes by fulfilling autonomy, competence, and relatedness needs.
Experiential learning · Online learning · Online participation · Perception · The Internet · Innovative Teaching and Learning Methods · Motivation and Self-Concept in Sports · Online and Blended Learning
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| Highly cited | No |
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