From self-regulated learning to learning outcomes in virtual learning environments: motivational activation and flow as a sequential psychological pathway

Abstract

Introduction Virtual learning environments have become an important context for higher education, yet the psychological mechanisms through which students achieve positive learning outcomes remain insufficiently understood. Informed by self-determination theory and flow theory, this study examined a sequential psychological pathway linking self-regulated learning to learning engagement and learning satisfaction through intrinsic motivation and flow experience. By integrating self-regulatory, motivational, and experiential processes within a single model, this study moves beyond research that has examined only direct relationships or treated intrinsic motivation and flow experience as parallel mechanisms. Methods A cross-sectional survey was conducted among 531 Chinese university students with experience in virtual learning. Data were analyzed using SPSS 26.0 and SmartPLS 4.0. Partial least squares structural equation modeling and 5,000 bootstrap resamples were used to test the measurement model, direct effects, specific indirect effects, and sequential mediation paths. Results Self-regulated learning was positively associated with both learning engagement and learning satisfaction. Intrinsic motivation and flow experience each significantly mediated the relationships between self-regulated learning and the two learning outcomes. More importantly, significant sequential indirect effects were found from self-regulated learning through intrinsic motivation and flow experience to both learning engagement and learning satisfaction. This pattern indicates that higher self-regulated learning was associated with stronger intrinsic motivation, which was further associated with greater flow experience and more positive learning outcomes. The direct effects of self-regulated learning on both outcomes remained significant after the mediators were included, suggesting partial mediation. Discussion These findings indicate that positive learning outcomes in virtual learning environments are not only related to learners' self-regulatory capacity but are also associated with motivational activation and immersive learning experiences. By integrating self-regulated learning, intrinsic motivation, and flow experience within a sequential model, the study contributes to educational psychology by showing how self-regulatory capacity is linked to learning outcomes through successive motivational and experiential processes. Practically, this sequential pattern suggests that virtual learning environments should support goal setting, progress monitoring, autonomy, timely feedback, and optimally challenging tasks to promote engagement and satisfaction.