Learning motivation mediates student engagement and academic outcomes in digital higher education
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Abstract
The rapid expansion of digital learning in higher education has created new challenges in maintaining student engagement, academic performance, and satisfaction. While previous studies have widely examined the relationship between student engagement and academic outcomes, limited research has explored the psychological mechanisms that explain how engagement influences both academic performance and student satisfaction in digital learning contexts. This study investigates the mediating role of learning motivation in the relationship between student engagement, academic performance, and student satisfaction in digital higher education. A quantitative research design was employed using survey data collected from undergraduate students at a university in Indonesia. The data were analyzed using Partial Least Squares–Structural Equation Modeling (PLS-SEM). The findings show that student engagement positively influences learning motivation, which subsequently improves academic performance and student satisfaction. Learning motivation also acts as a key mediating mechanism linking student engagement to both outcomes. These findings highlight the importance of strengthening students’ motivation to enhance learning effectiveness and satisfaction in digital learning environments.
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How to Cite
Budiwidjojo Putra, A. S. ., Poernomo, M. H., Astuti, A. K. and Hardiyanto, P. (2026) “Learning motivation mediates student engagement and academic outcomes in digital higher education”, Jurnal Mantik, 10(1), pp. 61-71. doi: 10.35335/mantik.v10i1.7090.
References
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Chiu, T. K. F. (2021). Digital support for student engagement in blended learning based on self-determination theory. Computers in Human Behavior, 124, 106909.
Chiu, T. K. F., Falloon, G., Song, Y., Wong, V. W. L., Zhao, L., & Ismailov, M. (2024). A self-determination theory approach to teacher digital competence development. Computers & Education, 214, 105017.
Deci, E. L., & Ryan, R. M. (2012). Self-determination theory. Handbook of Theories of Social Psychology, 1(20), 416–436.
Evans, C., & Zhu, X. (2023). The development and validation of the assessment engagement scale. Frontiers in Psychology, 14, 1136878.
Fakhri, N., Syarifuddin, N., Dewi, E. M. P., & Buchori, S. (2023). Learning motivation and student engagement among senior high school students. JURKAM: Jurnal Konseling Andi Matappa, 73–81.
Gan, Y., Zhang, J., Wu, X., & Gao, J. (2024). Chain mediating effects of student engagement and academic achievement on university identification. SAGE Open, 14(1), 21582440241226904.
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He, C., & Ong, E. (2025). Post-pandemic shifts in online learning: motivation and engagement of Chinese students. Educational Research and Evaluation, 1–17.
Imstepf, N., Senn, S., Fortin, A., Russell, B., & Horn, C. (2022). A learned simulation environment to model student engagement and retention in automated online courses. ArXiv Preprint ArXiv:2212.14693.
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Liu, Q., Du, X., & Lu, H. (2023). Teacher support and learning engagement of EFL learners: The mediating role of self-efficacy and achievement goal orientation. Current Psychology, 42(4), 2619–2635.
Liu, Y., Ma, S., & Chen, Y. (2024). The impacts of learning motivation, emotional engagement and psychological capital on academic performance in a blended learning university course. Frontiers in Psychology, 15, 1357936.
Luo, Q., Chen, L., Yu, D., & Zhang, K. (2023). The mediating role of learning engagement between self-efficacy and academic achievement among Chinese college students. Psychology Research and Behavior Management, 1533–1543.
Martin, F., & Bolliger, D. U. (2018). Engagement matters: Student perceptions on the importance of engagement strategies in the online learning environment. Online Learning, 22(1), 205–222.
Nasir, F. D. M., Hussain, M. A. M., Mohamed, H., Mokhtar, M. A. M., & Karim, N. A. (2021). Student satisfaction in using a learning management system (LMS) for blended learning courses for tertiary education. Asian Journal of University Education, 17(4), 442–454.
Obiosa, N. (2020). Effects of Students’ Motivation and Engagement on Students’ Satisfaction in a Lecture: Empirical Analysis. International Journal of Instruction, 13(3), 861–876.
Poernomo, M. H., & Budiwidjojo Putra, A. S. (2024). Impact of digital learning platforms on student performance: The role of digital literacy and user satisfaction. Jurnal Mantik, 8(3).
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Sharif Nia, H., Marôco, J., She, L., Khoshnavay Fomani, F., Rahmatpour, P., Stepanovic Ilic, I., Mohammad Ibrahim, M., Muhammad Ibrahim, F., Narula, S., & Esposito, G. (2023). Student satisfaction and academic efficacy during online learning with the mediating effect of student engagement: A multi-country study. PLoS One, 18(10), e0285315.
Siddiqi, A. (2019). Mediating role of students’ engagement to their classes: An experience from higher education in Pakistan. Asian Association of Open Universities Journal, 13(2), 130–144.
Taloko, J. L., Rachmajanti, S., & Ivone, F. M. (2024). Learners Engagement in Online Teacher Professional Development: Scale Development and Validation. JEELS (Journal of English Education and Linguistics Studies), 11(2), 653–681.
Tan, S., Samad, A. A., & Ismail, L. (2025). The impact of achievement goals on college students’ English performance—A moderated mediation model. PloS One, 20(1), e0310817.
Wach, F.-S., Karbach, J., Ruffing, S., Brünken, R., & Spinath, F. M. (2016). University students’ satisfaction with their academic studies: Personality and motivation matter. Frontiers in Psychology, 7, 55.
Wawrzynski, M. R., & Jessup-Anger, J. E. (2010). From expectations to experiences: Using a structural typology to understand first-year student outcomes in academically based living-learning communities. Journal of College Student Development, 51(2), 201–217.
Widodo, Z. D., Cahyadiana, W., The, H. Y., Sari, A. P., Aryani, L., Djasuli, M., Hayati, I. K., Mindari, E., Juliastuti, J., Erwina, E., Putra, A. S. B., Santika, N. W. R., Cik, A., Awaludin, D. T., & Widiastuti, B. R. (2024). PERILAKU ORGANISASI (IMPLEMENTASI PERILAKU ORGANISASI BAGI AKADEMISI DAN PELAKU BISNIS). In Z. D. Widodo (Ed.), CV WIDINA MEDIA UTAMA. CV WIDINA MEDIA UTAMA.
Assefa, Y., Tilwani, S. A., Moges, B. T., & Majeed, H. (2025). Unpacking student engagement and its mediating role in predicting the relationship between self-determination and academic satisfaction among undergraduate students in higher education. Social Sciences & Humanities Open, 12, 101797.
Aznam, N., Perdana, R., Jumadi, J., Nurcahyo, H., & Wiyatmo, Y. (2022). Motivation and satisfaction in online learning during COVID-19 pandemic: A systematic review. Int. J. Eval. Res. Educ, 11(2), 753–762.
Chiu, T. K. F. (2021). Digital support for student engagement in blended learning based on self-determination theory. Computers in Human Behavior, 124, 106909.
Chiu, T. K. F., Falloon, G., Song, Y., Wong, V. W. L., Zhao, L., & Ismailov, M. (2024). A self-determination theory approach to teacher digital competence development. Computers & Education, 214, 105017.
Deci, E. L., & Ryan, R. M. (2012). Self-determination theory. Handbook of Theories of Social Psychology, 1(20), 416–436.
Evans, C., & Zhu, X. (2023). The development and validation of the assessment engagement scale. Frontiers in Psychology, 14, 1136878.
Fakhri, N., Syarifuddin, N., Dewi, E. M. P., & Buchori, S. (2023). Learning motivation and student engagement among senior high school students. JURKAM: Jurnal Konseling Andi Matappa, 73–81.
Gan, Y., Zhang, J., Wu, X., & Gao, J. (2024). Chain mediating effects of student engagement and academic achievement on university identification. SAGE Open, 14(1), 21582440241226904.
Gray, J. A., & DiLoreto, M. (2016). The effects of student engagement, student satisfaction, and perceived learning in online learning environments. International Journal of Educational Leadership Preparation, 11(1), n1.
Han, J., Ryu, C. E., & Nadarajan, G. (2024a). Exploring Factors Affecting Student Learning Satisfaction during COVID-19 in South Korea. Proceedings of the 2024 10th International Conference on Frontiers of Educational Technologies, 45–52.
Han, J., Ryu, C. E., & Nadarajan, G. (2024b). Exploring Factors Affecting Student Learning Satisfaction during COVID-19 in South Korea. Proceedings of the 2024 10th International Conference on Frontiers of Educational Technologies, 45–52.
He, C., & Ong, E. (2025). Post-pandemic shifts in online learning: motivation and engagement of Chinese students. Educational Research and Evaluation, 1–17.
Imstepf, N., Senn, S., Fortin, A., Russell, B., & Horn, C. (2022). A learned simulation environment to model student engagement and retention in automated online courses. ArXiv Preprint ArXiv:2212.14693.
Kok, X. K., Pua, C. Y., Puah, S., Devilly, O. Z., Wang, P. C., & Chua, E. C. (2025). The mediating role of student engagement in the relationship between teacher and digital support and learner satisfaction in blended learning environments at higher education. British Educational Research Journal.
Liu, Q., Du, X., & Lu, H. (2023). Teacher support and learning engagement of EFL learners: The mediating role of self-efficacy and achievement goal orientation. Current Psychology, 42(4), 2619–2635.
Liu, Y., Ma, S., & Chen, Y. (2024). The impacts of learning motivation, emotional engagement and psychological capital on academic performance in a blended learning university course. Frontiers in Psychology, 15, 1357936.
Luo, Q., Chen, L., Yu, D., & Zhang, K. (2023). The mediating role of learning engagement between self-efficacy and academic achievement among Chinese college students. Psychology Research and Behavior Management, 1533–1543.
Martin, F., & Bolliger, D. U. (2018). Engagement matters: Student perceptions on the importance of engagement strategies in the online learning environment. Online Learning, 22(1), 205–222.
Nasir, F. D. M., Hussain, M. A. M., Mohamed, H., Mokhtar, M. A. M., & Karim, N. A. (2021). Student satisfaction in using a learning management system (LMS) for blended learning courses for tertiary education. Asian Journal of University Education, 17(4), 442–454.
Obiosa, N. (2020). Effects of Students’ Motivation and Engagement on Students’ Satisfaction in a Lecture: Empirical Analysis. International Journal of Instruction, 13(3), 861–876.
Poernomo, M. H., & Budiwidjojo Putra, A. S. (2024). Impact of digital learning platforms on student performance: The role of digital literacy and user satisfaction. Jurnal Mantik, 8(3).
Sabrina, D. M., Koswara, I., & Fuady, I. (2024). Analisis Efektivitas Keterlibatan Mahasiswa Terhadap Tingkat Kepuasan Dalam Perkuliahan Kelas Hybrid. HUMANUS: Jurnal Sosiohumaniora Nusantara, 2(1), 102–114.
Salikhova, N. R., Lynch, M. F., & Salikhova, A. B. (2020). Psychological Aspects of Digital Learning: A Self-Determination Theory Perspective. Contemporary Educational Technology, 12(2).
Sari, D. F., Efendi, A., & Sumaryati, S. (2024). Examining Student Satisfaction with Learning Management System-Based E-Learning: A Self-Determination Theory Perspective. Voices of English Language Education Society, 8(1), 52–63.
Sharif Nia, H., Marôco, J., She, L., Khoshnavay Fomani, F., Rahmatpour, P., Stepanovic Ilic, I., Mohammad Ibrahim, M., Muhammad Ibrahim, F., Narula, S., & Esposito, G. (2023). Student satisfaction and academic efficacy during online learning with the mediating effect of student engagement: A multi-country study. PLoS One, 18(10), e0285315.
Siddiqi, A. (2019). Mediating role of students’ engagement to their classes: An experience from higher education in Pakistan. Asian Association of Open Universities Journal, 13(2), 130–144.
Taloko, J. L., Rachmajanti, S., & Ivone, F. M. (2024). Learners Engagement in Online Teacher Professional Development: Scale Development and Validation. JEELS (Journal of English Education and Linguistics Studies), 11(2), 653–681.
Tan, S., Samad, A. A., & Ismail, L. (2025). The impact of achievement goals on college students’ English performance—A moderated mediation model. PloS One, 20(1), e0310817.
Wach, F.-S., Karbach, J., Ruffing, S., Brünken, R., & Spinath, F. M. (2016). University students’ satisfaction with their academic studies: Personality and motivation matter. Frontiers in Psychology, 7, 55.
Wawrzynski, M. R., & Jessup-Anger, J. E. (2010). From expectations to experiences: Using a structural typology to understand first-year student outcomes in academically based living-learning communities. Journal of College Student Development, 51(2), 201–217.
Widodo, Z. D., Cahyadiana, W., The, H. Y., Sari, A. P., Aryani, L., Djasuli, M., Hayati, I. K., Mindari, E., Juliastuti, J., Erwina, E., Putra, A. S. B., Santika, N. W. R., Cik, A., Awaludin, D. T., & Widiastuti, B. R. (2024). PERILAKU ORGANISASI (IMPLEMENTASI PERILAKU ORGANISASI BAGI AKADEMISI DAN PELAKU BISNIS). In Z. D. Widodo (Ed.), CV WIDINA MEDIA UTAMA. CV WIDINA MEDIA UTAMA.
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