The Mediating Role of E-Learning Use on the Effect of Learner Autonomy, Emotional Intelligence, and Student Engagement on Academic Self-Concept

Abstract

This study aims to analyse the effects of learner autonomy, emotional intelligence, and student engagement on academic self-concept through the mediation of e-learning use amongst university students in Malang City, Indonesia. A quantitative approach with a cross-sectional survey design was employed on 944 students from 16 universities in Malang City, which are selected using purposive sampling. Data were collected using a closed questionnaire with a five-point Likert scale and analysed using ordinary least squares-based path analysis with four classical assumption tests. Results indicate that learner autonomy significantly affects e-learning use (β = .213, p < .001) and academic self-concept (β = .299, p < .001); emotional intelligence significantly affects e-learning use (β = .185, p < .001); student engagement is the strongest predictor of e-learning use (β = .348, p < .001) and directly affects academic self-concept (β = .311, p < .001); and e-learning use significantly affects academic self-concept (β = .282, p < .001). The main finding and novelty of this study is that emotional intelligence does not have a direct effect on academic self-concept (β = .011, p = .680), but exerts a significant and exclusive indirect effect through e-learning use (β = .052). The refined model yields R² = .559. This finding confirms e-learning as a psychological mediator that converts students’ emotional capacity into academic self-concept, which is a contribution that extends emotional intelligence theory in the context of digital higher education.