Aug 2026· Journal of Global Social Transformation· Vol 2, pp. 322-336· 0 citations· 35 references
TL;DR
The findings show that more satisfying and psychologically supportive technology integrated learning environments may be fostered with strengthening of academic hope and grit.
Abstract
Technology-enhanced learning has transformed contemporary higher education, yet students’ satisfaction with digitally supported learning may depend not only on technological resources but also on psychological capacities that enable them to pursue academic goals and persist through challenges. This study explored how academic hope anticipates learning satisfaction when considering the role of academic grit in a technology-integrated learning context. A quantitative cross-sectional research design was used to study 457 postgraduate and undergraduate students from higher education institutions in Punjab and Sindh, Pakistan. The data was collected using an online, structured, and adapted version of the questionnaire, and collated in Microsoft Excel. The data was analyzed using IBM SPSS with a reliability check conducted, as well as Pearson correlation, regression analysis, independent samples-t-test, and the mediation analysis. Based on the analyses conducted, all the relationships investigated were of an affirmative nature and academic hope and academic grit were significantly predictors of learning satisfaction. In addition to predicting learning satisfaction, stronger academic hope was correlated with greater goal directed persistence and more positive learning experiences in technology-integrated contexts. This study extends the understanding of technology-integrated learning by placing emphasis on psychological resources of learners as opposed to the technology and the instructions. The findings show that more satisfying and psychologically supportive technology integrated learning environments may be fostered with strengthening of academic hope and grit.
Online learning has become an important part of education, especially after the COVID-19 pandemic. However, its effect on students’ academic performance is still not fully understood in developing countries like Nepal, where challenges such as limited internet access and digital resources remain. This study examined the impact of the learning environment, technical experience, student engagement, and psychological impact on students’ self-reported academic outcomes in online learning. A quantitative cross-sectional research design was used, and data were collected from 250 students through a structured questionnaire using convenience and snowball sampling. The data were analyzed using SPSS Statistics for descriptive statistics, reliability analysis, correlation analysis, and multiple regression analysis. The findings showed that the learning environment, student engagement, and psychological impact had a significant positive effect on student’s self-reported academic outcomes, while technical experience did not have a significant effect. Among all the factors, psychological impact was the strongest predictor of academic outcomes. The study concludes that improving online learning requires not only technology but also a supportive learning environment, active student engagement, and attention to students’ mental and emotional well-being. These findings can help educators, higher education institutions, and policymakers improve the quality and effectiveness of online learning in Nepal.
Aayusha Khadka, Eliza Rajdhami· DAV Research Journal· 0 citations
E-learning has become a transformative force in higher education, mainly in developing countries such as Sri Lanka, where technology-mediated learning has gained rapid momentum. The increasing reliance on platforms like Zoom, Google Meet, and Microsoft Teams highlights the importance of understanding how success factors shape academic outcomes. The present study investigates the impact of e-learning success factors perceived ease of use, perceived usefulness, self-efficacy, and interaction on student performance among management undergraduates at Sri Lankan State University, while examining the role of gender. Primary data were collected through a structured questionnaire from 309 undergraduates selected using a convenience sampling method. A quantitative, deductive research design was applied, and data were analyzed using SPSS software. The findings revealed that perceived usefulness and self-efficacy had a significant positive impact on student performance, while perceived ease of use and interaction showed weaker or context-dependent effects. Gender was not found to significantly moderate the relationship between e-learning success factors and academic performance. This suggests that the effects of e-learning success factors on student performance are generally similar across male and female students. These results provide valuable insights for policymakers, educators, and technology developers in designing inclusive and effective e-learning environments. The study emphasizes the need to address contextual barriers such as accessibility, digital literacy, and psychological effects to ensure that e-learning fulfills its potential in improving academic performance.
D. Dissanayake, A. Kumari· Journal of Human Resource Ma...· 0 citations
The rapid growth of online learning has transformed the educational landscape and created new opportunities and challenges for students. This study aimed to examine the factors influencing academic achievement in online learning among students, with a particular focus on internet connectivity, technology availability, and social media distraction. The study adopted a quantitative research approach using a descriptive and correlational research design. Primary data were collected through a structured questionnaire administered to students who had experience with online learning. A total of 254 valid responses were obtained using a convenience sampling technique. The collected data were analyzed using the Statistical Package for the Social Sciences (SPSS). The Chi-square test was used to examine the relationship between internet connectivity and academic achievement, whereas Spearman's Rank Correlation was applied to assess the relationships between technology availability, social media distraction, and academic achievement. The findings revealed that internet connectivity, technology availability, and social media distraction were significantly associated with academic achievement in online learning. Reliable internet access was found to support students' participation in virtual classes and access to learning resources. Technology availability demonstrated a strong positive relationship with academic achievement, indicating the importance of adequate digital devices and educational software in enhancing learning outcomes. Furthermore, social media distraction was found to have a significant relationship with academic achievement, highlighting the influence of students' online behavior on their educational performance. The study concludes that academic achievement in online learning is influenced by both technological resources and students' online engagement patterns. The findings provide useful insights for educational institutions, policymakers, and students in developing strategies to improve learning outcomes and enhance the effectiveness of online education.
Dr. Ritu Chandna· Kaav International Journal o...· 0 citations
Blended learning requires students to regulate their learning and use digital technologies effectively; however, academic performance remains shaped by psychological and social factors. Previous studies have tended to examine self-efficacy, perceived social support, self-regulated learning, and digital literacy separately, leaving the mechanisms connecting these factors insufficiently integrated. This study tested a model of student academic performance in blended learning, with digital literacy as a mediator. A cross-sectional quantitative design involved 449 students from three private universities in Jakarta selected through purposive sampling. Data were collected using measures of academic self-efficacy, perceived social support, self-regulated learning, digital literacy, and cumulative grade point average, and were analyzed using path analysis and mediation tests. The model demonstrated excellent fit. Academic self-efficacy, perceived social support, and digital literacy had positive and significant direct effects on academic performance, whereas self-regulated learning had no significant direct effect. Digital literacy mediated the effects of academic self-efficacy and self-regulated learning on academic performance. The study's novelty lies in positioning digital literacy as a mechanism that translates students' psychological learning resources into academic achievement, while perceived social support retains a direct role in post-pandemic blended learning.
Ocvita Ardhiani, M. R. Hadjam, Dinda Rakhma Fitriani· Ranah Research· 0 citations
This study aimed to examine the impact of student-centered management (SCM) practices in universities on educational effectiveness and students’ academic performance. This research employed a sequential exploratory mixed-method design consisting of a qualitative phase followed by a quantitative validation phase. In the first phase, a systematic literature review was conducted to identify the key dimensions of student-centered management, and data collection continued until theoretical saturation was achieved. The qualitative data were analyzed through thematic analysis using NVivo 14 software, producing six core dimensions: active learning practices, advising and mentorship, participatory decision-making, feedback timeliness, support services integration, and flexible assessment. In the second phase, a structured questionnaire derived from the qualitative findings was administered to 200 university students in Tehran, Iran, selected through simple random sampling. Data were analyzed using SPSS version 26, employing descriptive statistics, Pearson correlations, and multiple regression analyses to assess the predictive relationships between SCM dimensions, educational effectiveness, and academic performance. Inferential results indicated that SCM significantly predicts both educational effectiveness (R² = 0.52, p < .001) and academic performance (R² = 0.45, p < .001). Among SCM dimensions, active learning practices (β = 0.31, p < .001), advising and mentorship (β = 0.21, p = .002), and feedback timeliness (β = 0.17, p = .010) were the strongest predictors of educational effectiveness. Furthermore, educational effectiveness mediated the relationship between SCM and academic performance, suggesting that the management approach enhances achievement primarily through improved teaching quality and engagement. Student-centered management substantially enhances the quality of education and academic performance by fostering active learning, effective mentorship, and timely feedback. Integrating participatory governance and adaptive management strategies can strengthen institutional effectiveness and student outcomes in higher education settings.
Alireza Farhang Esfahani· Assessment and Practice in E...· 0 citations
This study analyses the relationship between novelty and student presence within the framework of experiential learning in higher education. A quantitative approach was adopted, with a non-experimental, cross-sectional, descriptive-correlational design. The sample consisted of 50 students enrolled in the Business Management and Organizational Theories course in an online higher education program. Data were collected using an adaptation of the Experiencing Scale, administered on a five-point Likert scale, and analysed using partial least squares structural equation modelling (PLS-SEM) with ADANCO software. The results show a positive and statistically significant relationship between novelty and student presence (β = 0.9248; p < .001), with high explanatory power (R² = 0.8553). These findings indicate that experiences perceived as novel are associated with higher levels of attention, concentration, and cognitive involvement during learning. It is concluded that the intentional design of innovative educational experiences, such as company visits, can strengthen the connection between theory and practice and foster meaningful learning in online higher education.
Karen Stefany Sandoval-Mora, Laura Magali Chamba-Rueda, María Alejandra Luzuriaga Vasquez· E3· 0 citations