Elucidating the Psychological Dimensions of E-Learning and Their Consequences for Learners’ Academic Engagement
Keywords:
E-learning, Academic Engagement, Learning Motivation, Self-Regulated Learning, Academic Emotions, Social InteractionAbstract
This study aims to comprehensively identify the psychological dimensions of e-learning and explain their effects on learners’ academic engagement. This study employed a qualitative review design using inductive content analysis. Relevant scholarly articles in the fields of e-learning and educational psychology were systematically reviewed. Using purposive sampling and theoretical saturation, 15 articles were selected as the unit of analysis. Data were collected exclusively through literature review and analyzed using NVivo 14. The analytical process involved open, axial, and selective coding, which led to the extraction of major themes and related subthemes. The analysis revealed four major themes: motivation and cognitive engagement, psychological and emotional well-being, social interaction and learner identity, and academic and behavioral outcomes. These interconnected dimensions significantly influence cognitive, emotional, and behavioral engagement of learners and play a critical role in academic achievement, learning satisfaction, educational commitment, and persistence in e-learning environments. The findings indicate that the effectiveness of e-learning fundamentally depends on psychologically informed instructional design, and simultaneous attention to motivational, cognitive, emotional, and social factors is essential for enhancing sustainable academic engagement.
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