Moderating Role of Teachers’ Academic Support between Students’ Satisfaction with Online Learning and Academic Motivation in Undergraduate Students during COVID-19

Abstract

The study explored the moderating role of teachers’ academic support between students’ satisfaction with online learning and academic motivation during the pandemic of COVID-19 in Pakistan. It was hypothesized that teachers’ academic support is likely to moderate the relationship between students’ satisfaction with online learning and the academic motivation of undergraduate students. A correlational research design was used and a sample of 406 students (male and female) within the age ranges of 18–22 years (M = 21.09, SD = 1.41 (male); M = 20.18, SD = 0.71 (female)) were included. The sample was selected through the purposive sampling strategy from different universities in Punjab, Pakistan. Students’ Satisfaction with Online Learning Questionnaire, Teachers’ Academic Support Scale, and Academic Motivation Scale were used. The results of moderation analysis through PROCESS macro 3.5 revealed that teachers’ academic support played a moderating role in students’ satisfaction with online learning and the academic motivation of undergraduate students. Findings will provide support to educational administrators, policymakers, course designers, and curriculum developers for organizing the curriculum and formulating a system to identify that students need different support optimally in a digital learning environment.