E-LEARNERS’ MOTIVATION AND THEIR ACADEMIC PERFORMANCE IN CLASS: MODERATING ROLE OF COMPUTER SELF-EFFICACY IN THE USE OF LEARNING MANAGEMENT SYSTEM

Abstract

This study explored the moderating effect of computer user self-efficacy on the relationship between e-learners’ motivation and academic performance. As a key determinant of success in online education, computer user self-efficacy enhances both motivation and learning outcomes. Data were gathered from university students across various campuses, with a total sample of 300 participants (140 males, 160 females, aged 21-45). Participants completed assessments measuring their self-efficacy in computer use (CUSE) and motivation strategies for learning (MSLQ). The findings confirmed a positive correlation between motivation and academic achievement in e- learning. Moreover, computer user self-efficacy was found to moderate this relationship, indicating that students with higher confidence in their computer skills are more likely to translate motivation into academic success. These insights highlight the importance of enhancing digital literacy and self-efficacy to support student engagement and performance in online learning environments.