Self-determination theory perspectives on the influence of digital learning engagement on motivation in extracurricular learning activities: Considering the mediating role of digital self-efficacy

IF 1.7 4区心理学 Q3 PSYCHOLOGY, BIOLOGICAL

Learning and Motivation Pub Date : 2025-04-24 DOI:10.1016/j.lmot.2025.102135

Diwen Dong

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引用次数: 0

Abstract

The increasing integration of digital media in educational settings has generated considerable interest in exploring its effects on learners' engagement, motivation, and digital self-efficacy, particularly within extracurricular learning activities (ELAs). Understanding how these constructs interact in extracurricular settings is crucial. This research, anchored in Self-Determination Theory (SDT), aimed to investigate the connection between engagement with digital media and motivation in the ELAs, emphasizing the mediating function of digital self-efficacy in China. Utilizing a quantitative research methodology, data collected from 286 secondary school students through validated survey instruments that measured their engagement with digital media, digital self-efficacy, and online learning motivation. The study implemented Structural Equation Modeling (SEM) to analyze the interrelations among these constructs. Results indicated a strong positive relationship between digital media engagement and motivation for online learning, suggesting that the students who actively utilize digital tools tend to demonstrate greater motivation in the ELAs. Additionally, a significant association exists between digital media engagement and digital self-efficacy, indicating that regular interaction with digital platforms enhances learners’ self-confidence regarding their ability to navigate these environments efficiently. Crucially, digital self-efficacy acts as a mediator between digital media engagement and motivation, underscoring the critical role of perceived competence in maintaining student motivation in technology-enhanced learning settings. These results carry practical implications for educators, policymakers, and curriculum developers. Specifically, they stress the importance of creating interventions that enhance digital self-efficacy, such as targeted training programs and supportive digital learning environments, ultimately amplifying learners’ engagement and their motivation in their learning experiences.

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来源期刊

Learning and Motivation Multiple-

CiteScore

2.90

自引率

0.00%

发文量

期刊介绍： Learning and Motivation features original experimental research devoted to the analysis of basic phenomena and mechanisms of learning, memory, and motivation. These studies, involving either animal or human subjects, examine behavioral, biological, and evolutionary influences on the learning and motivation processes, and often report on an integrated series of experiments that advance knowledge in this field. Theoretical papers and shorter reports are also considered.