Unpacking the Relationship Between Self-Directed Learning and Online Learning Satisfaction: A Structural Equation Model

Citation

Zhu, M. (2025). Unpacking the relationship between self-directed learning and online learning satisfaction: A structural equation model. American Journal of Distance Education. Advance online publication. https://doi.org/10.1080/08923647.2025.2576317

Abstract

The increasing number of online courses places an expectation on learners to possess self-directed learning skills to succeed in online learning. Moreover, student satisfaction is a crucial factor in the online learning process. The current study aims to examine whether self-directed learning (i.e., motivation, self-monitoring, and self-management) impacts satisfaction in online educational courses. Data were collected through a survey involving 448 online learners and were analyzed using structural equation modeling. The questionnaire was developed by the authors based on Garrison’s self-directed learning framework, which includes motivation, self-monitoring, and self-management. The study found that motivation has a positive impact on self-monitoring, online learning satisfaction, and an indirect significant influence on self-management through self-monitoring. Furthermore, self-monitoring was found to have a positive effect on self-management while simultaneously yielding a negative influence on satisfaction with online learning. Self-management was not found to significantly influence learners’ satisfaction with online learning. The results highlight the importance of motivation in supporting the self-monitoring learning process and enhancing learning satisfaction within online education. Self-directed learning’s component can predict education learners’ online learning satisfaction.

Authors

• Zhu, Meina

Reference Type

Journal

Keywords

• Self-regulated learning