Exploring Psychological Factors Affecting the Success of Online Learning in Higher Education in Indonesia

Abstract

E-learning in higher education in Indonesia faced significant challenges, including failures and perceived learner apathy. Despite these hurdles, e-learning remained a viable option, overcoming geographical barriers. Thus, this study aimed to explore the psychological factors affecting e-learning success, such as emotional intelligence (EI), psychological well-being (PWB), self-efficacy (SE), and self-motivation (MO). Engaging 1,052 students in Yogyakarta, the research examined these variables' relationships with e-learning success. Online data collection via Google Forms was utilized, with analysis conducted through Structural Equation Modeling (SEM), tested via path analysis and bootstrap. Results indicated that emotional intelligence (EI), psychological well-being (PWB), self-efficacy (SE), and self-motivation (MO) significantly and positively influenced e-learning success. Particularly, self-motivation (MO) emerged as an indirect mediator, influencing psychological well-being and self-efficacy, thereby enhancing overall e-learning effectiveness. This study is pivotal for understanding psychological factors in Indonesian e-learning, offering insights into how self-motivation can bolster psychological well-being and self-efficacy, ultimately contributing to e-learning success. These findings lay a foundation for refining e-learning systems, aiming for a more effective and motivating learning environment in the future.