Online Self-Efficacy, Self-Regulation and Learning Satisfaction among Online Learners: Learner-Instructor Interaction as Mediator

Author(s) : *Dr. Sadia Malik, **Sarosh Tariq, ***Kainat Nadeem

Abstract:

This study explored how online self-efficacy (confidence in navigating online learning) and self-regulation (managing learning goals) influence student satisfaction in a Pakistani online learning context. Using a survey research design with 300 university students, the research found that both self-efficacy and self-regulation positively predicted student satisfaction. Furthermore, instructor-learner interaction emerged as a potential mediating factor, suggesting that students with higher self-efficacy and self-regulation may be more likely to engage with instructors, leading to greater satisfaction. The study also revealed gender differences, with boys scoring higher in online self-efficacy and girls exhibiting stronger self-regulation skills. However, student satisfaction did not differ significantly by gender. The findings highlight the importance of fostering both self-efficacy and self-regulation skills among online learners and the potential benefits of promoting frequent interaction with instructors. Limitations and recommendations for future research are discussed.
Keywords: Self-Regulation, Self, Efficacy, learning satisfaction, Interaction Satisfaction