Effects of Self-Efficacy and Self-regulated Learning on LMS User Satisfaction and LMS Effectiveness

Over the past decade, numerous studies examined the critical factors that affect the learning outcomes and student satisfaction in asynchronous online learning courses including learning management systems (LMS). This research focuses on the effects of learner’s psychological variables (e.g., self-efficacy) and psychological learning process (e.g., self-regulated learning management) on student satisfaction with the e-learning management system and e-learning systems’ effectiveness. The survey questionnaire is selected from a multi-dimensional model for assessing e-learning systems success (ELSS) from the perspective of the e-learner. The 674 sample consists of 140 business students and 534 non-business students. The research model is tested using WarpPLS, which is the structural equation modeling (SEM)-based Partial Least Squares (PLS) methodology. Statistically significant evidence was found to suggest students’ psychological variables (e.g., self-efficacy) and psychological learning process (e.g., self-regulated learning management) had effects on student e-learning satisfaction. Finally, this study made a new contribution to e-learning literature by providing new empirical evidence that e-learners’ self-self-efficacy has a strong positive relationship with a higher level of e-learners’ self-regulated learning management.