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

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dc.authorid0000-0001-5621-3302en_US
dc.authorid0000-0001-9275-275Xen_US
dc.contributor.authorYavuzalp, Nuh
dc.contributor.authorBahçıvan, Eralp
dc.date.accessioned2023-05-22T07:23:13Z
dc.date.available2023-05-22T07:23:13Z
dc.date.issued2021en_US
dc.departmentBAİBÜ, Eğitim Fakültesi, Bilgisayar ve Öğretim Teknolojileri Eğitimi Bölümüen_US
dc.description.abstractThe 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 chi(2)/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.en_US
dc.identifier.citationYavuzalp, N., & Bahcivan, E. (2021). A structural equation modeling analysis of relationships among university students’ readiness for e-learning, self-regulation skills, satisfaction, and academic achievement. Research and Practice in Technology Enhanced Learning, 16(1), 15.en_US
dc.identifier.doi10.1186/s41039-021-00162-y
dc.identifier.endpage17en_US
dc.identifier.issn1793-7078
dc.identifier.issue1en_US
dc.identifier.scopus2-s2.0-85106954646en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.startpage1en_US
dc.identifier.urihttp://dx.doi.org/10.1186/s41039-021-00162-y
dc.identifier.urihttps://hdl.handle.net/20.500.12491/10925
dc.identifier.volume16en_US
dc.identifier.wosWOS:000704645000001en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.institutionauthorYavuzalp, Nuh
dc.institutionauthorBahçıvan, Eralp
dc.language.isoenen_US
dc.publisherSpringer Natureen_US
dc.relation.ispartofResearch And Practice in Technology Enhanced Learningen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectE-learningen_US
dc.subjectReadiness for e-Learningen_US
dc.subjectSelf-regulated Learningen_US
dc.subjectSatisfactionen_US
dc.subjectAchievementen_US
dc.titleA structural equation modeling analysis of relationships among university students’ readiness for e-learning, self-regulation skills, satisfaction, and academic achievementen_US
dc.typeArticleen_US

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