The relationship between student motivation and academic performance: the mediating role of online learning behavior

Abstract

Purpose This paper aims to use a quantitative approach to explore the role of online learning behavior in students’ academic performance during the COVID-19 pandemic. Specifically, the authors probe its mediating effect in the relationship between student motivation (extrinsic and intrinsic) and academic performance in a blended learning context. Design/methodology/approach Survey data were collected from 148 students taking an organizational behavior course at one Chinese university. The data were paired and analyzed through regression analysis. Findings The results show that students should actively engage in online learning behavior to maximize the effects of blended learning. Extrinsic motivation was found to positively influence academic performance both directly and indirectly through online learning behavior, while intrinsic motivation affected academic performance only indirectly. Originality/value Through paired data on extrinsic and intrinsic motivation, online learning behavior and academic performance, this study provides a more nuanced understanding of how online learning behavior affects the focal relationship, and it advances research on the mechanisms underlying the focal relationship. Practitioners should enhance students’ online learning behavior to boost blended learning effects during the COVID-19 pandemic.