A Model of E-Learning through Achievement Motivation and Academic Achievement among University Students in Saudi Arabia

Abstract

In relation to E-learning, achievement motivation is the persistent drive that students have to succeed to a particular degree of quality in a competitive environment. Goals, task values, ability self-concepts, and achievement motives are only a few of the many diverse constructions that make up achievement motivation, which is not one single construct. According to the few studies that have looked at different motivation constructs as predictor variables of university students’ academic achievement well beyond cognitive abilities and achievement motivation, most motivational constructs predicted educational success beyond intelligence, and students’ ability self-concepts as well as task morals are more potent in predicting their achievement than goals and achievement motives. However, an effort was made in this study to examine the impact of academic achievement motivation on university students inside the Kingdom of Saudi Arabia. The purpose of the current study was to investigate the variables that influence motivation for achievement. It was predicted that these variables include ability, effort, perseverance, responsibility, the viewpoint of the teacher, and tasks. The major data collection strategy used by the researchers to accomplish their research goal involved distributing a questionnaire to 248 students. Structural equation modeling (SEM), a quantitative research technique, was used to produce the results. Because all of the criteria were significantly correlated in this study, it can be concluded that the tasks assigned to students and the perspective of the teacher both contribute to students’ motivation for achievement. The significance of the findings for studying motivational constructs with various theoretical underpinnings and structural models is highlighted. The associations among all hypotheses were investigated using the following variables based on the suggested model: aptitude, efforts and persistence, duties, the teacher’s viewpoint, and tasks.