Presenting a Structural Model of the Effect of E-learning on Academic Self-concept with the Mediating Role of Self-regulation Strategies in Lower Secondary School Students in Miandoroud
Keywords:
e-learning, academic self-concept, self-regulation, studentsAbstract
Objective: This study aimed to examine the structural relationship between e-learning and academic self-concept with the mediating role of self-regulation among lower secondary school students.
Methods and Materials: This research employed an applied, descriptive-correlational design based on Structural Equation Modeling (SEM). The statistical population included all lower secondary school students in Miandoroud during the 2023–2024 academic year. Using the Krejcie and Morgan Table, a sample of 331 students was selected through stratified random sampling by gender. Data were collected via three standardized questionnaires: the E-learning Questionnaire (Watkins, Triner, & Lee, 1990), the Academic Self-concept Questionnaire (Yesen Chen, 2006), and the Self-regulation Questionnaire (Pintrich & De Groot, 1990). Reliability was confirmed through Cronbach’s alpha (0.84, 0.89, and 0.86, respectively). Data were analyzed using AMOS and SEM with fit indices confirming the model adequacy.
Findings: E-learning had a significant positive effect on academic self-concept (β = 0.576, t = 7.147, p < 0.05) and self-regulation (β = 0.814, t = 17.929, p < 0.05). Self-regulation also had a significant positive effect on academic self-concept (β = 0.321, t = 3.161, p < 0.05). Mediation analysis indicated that self-regulation partially mediated the relationship between e-learning and academic self-concept, as the indirect effect was statistically significant and the total effect exceeded 0.30.
Conclusion: E-learning enhances students’ academic self-concept both directly and indirectly through strengthening their self-regulation. Developing students’ self-regulatory strategies can maximize the benefits of digital learning environments and support positive academic self-beliefs.
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Copyright (c) 2025 Samaneh Raofifar (Author); Fatemeh Soghra Sina (Corresponding Author)
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