Self-efficacy, motivation, and satisfaction of students in online learning at Chinese university

This study examined self-efficacy, motivation, and satisfaction among students in online learning at Chinese universities.The aim was to understand their experiences and explore the relationships between these factors.The findings can enhance online education quality and support lifelong learning.Data were collected through a formal questionnaire survey of 397 college students, analyzed using SPSS25.0.The study applied theories such as distance learning interaction, constructivist learning, motivation learning, independent learning, and customer satisfaction.Dimensions include educational knowledge, communication/interaction, feedback, social impact, intrinsic and extrinsic motivation, student-instructor interaction, instructor performance, and course evaluation.The results provided valuable insights into Chinese college students' online learning experience.Understanding the relationships between self-efficacy, motivation, and satisfaction emphasizes the need to improve online learning outcomes and overall education quality.Recommendations included optimizing course design, enhancing the learning platform, promoting self-management, and redefining the teacher's role to enhance satisfaction.In conclusion, this study analyzes the self-efficacy, motivation, and satisfaction of students in online learning at Chinese universities.By exploring these factors, it shed light on students' experiences.The findings have implications for enhancing online education quality and supporting lifelong learning.