Master's Theses



Degree Name

Master of Science (MS)


Student learning satisfaction is important in the education world. Since the Covid-19 pandemic, learning environments have changed drastically from in-person learning to online learning. With this, more studies are needed to better understand learning satisfaction in online learning. The current study aims to use Bandura’s Social Cognitive Theory (SCT) as a framework to explain potential factors involved in learning satisfaction in both in-person and online courses. SCT reasons that interactions between environment, personal factors (motivation and self-regulation), impact different behavioral outcomes (learning satisfaction) (Mantooth et al., 2020). With this framework, the current study investigated how intrinsic motivation and self- regulation could interact in predicting learning satisfaction. Literature has indicated that there is a relationship between intrinsic motivation and self-regulation where intrinsic motivation has been noted to be a potential cause or indicator of self-regulatory behavior (Chen & Pederson, 2012; Eom & Ashill, 2016). These factors are also important in education as students need to be engaged in their studies in order to experience learning satisfaction.

It was hypothesized that moderation effects would take place in the online learning environment to where high intrinsic motivation would predict high learning satisfaction when self-regulation was high. For the in-person environment, hypotheses stated that there would be no moderation effect. Results indicated that there was no moderation effect in both the online learning environment and the in-person learning environment. The result for the online environment was found to be surprising as the literature places emphasis for needing higher levels of self-regulation in online learning (Chen & Pederson, 2012).


Dr. Jisook Park

Date of Award

Spring 2024

Document Type



© 2024 Sydney A. Hicks


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Included in

Psychology Commons