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      COVID-19, students satisfaction about e-learning and academic achievement: Mediating analysis of online influencing factors

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          Abstract

          Background

          The current study examines student satisfaction with e-learning, the adaption of online learning channels, digital competency of students' involvement, and academic achievement during COVID-19.

          Purpose

          The purpose of this study is to examine the online influencing components for learning among University students in Pakistan during the COVID-19 Pandemic.

          Methods

          The study population comprised Pakistani University students in Punjab province who tooke online lessons throughout the epidemic. In accordance with the study's purpose, a questionnaire survey was employed to gather primary data. SPSS-23 is used for analyzing the demographic data, and cleaning and preparing data for testing hypotheses. SmartPLS 3.0 was used to investigate the suggested study framework using structural equation modeling (SEM).

          Results

          The analysis of the SEM model shows that all planned hypotheses (Adaptation of Online Education Channels -> Satisfaction about E-learning, COVID-19 Pandemic -> Adaptation of Online Education Channels, COVID-19 Pandemic -> Digital Competence, COVID-19 Pandemic -> Motivation for Online Learning, COVID-19 Pandemic -> Willingness for Online Learning, Digital Competence -> Satisfaction about E-learning, Motivation for Online Learning -> Satisfaction about E-learning, Satisfaction about E-learning -> Academic Achievement, Willingness for Online Learning -> Satisfaction about E-learning) are confirmed.

          Conclusion

          The results linked e-learning satisfaction to academic success and Pakistani students who utilized e-learning throughout the outbreak reported higher levels of academic satisfaction and achievement.

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          Evaluating Structural Equation Models with Unobservable Variables and Measurement Error

          Claes Fornell, David Larcker (2018)
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                Author and article information

                Contributors
                Journal
                Journal ID (nlm-ta): Front Psychol
                Journal ID (iso-abbrev): Front Psychol
                Journal ID (publisher-id): Front. Psychol.
                Title: Frontiers in Psychology
                Publisher: Frontiers Media S.A.
                ISSN (Electronic): 1664-1078
                Publication date (Electronic): 22 August 2022
                Publication date Collection: 2022
                Publication date PMC-release: 22 August 2022
                Volume: 13
                Electronic Location Identifier: 948061
                Affiliations
                [1] 1School of Education, Soochow University , Suzhou, China
                [2] 2School of Foreign Languages, East China Normal University , Shanghai, China
                [3] 3Research Center of Sport and Social Sciences, Soochow University , Suzhou, China
                Author notes

                Edited by: Haitao Wu, Beijing Institute of Technology, China

                Reviewed by: Cunyi Yang, Sun Yat-sen University, China; Xiaodong Yang, Xinjiang University, China

                *Correspondence: Xu Qingyu qyxu@ 123456suda.edu.cn

                This article was submitted to Educational Psychology, a section of the journal Frontiers in Psychology

                Article
                DOI: 10.3389/fpsyg.2022.948061
                PMC ID: 9444837
                PubMed ID: 36081717
                SO-VID: be32d17c-f2bc-483b-abfd-07fd36c4f7a8
                Copyright © Copyright © 2022 Younas, Noor, Zhou, Menhas and Qingyu.
                License:

                This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

                History
                Date received : 19 May 2022
                Date accepted : 29 July 2022
                Page count
                Figures: 3, Tables: 5, Equations: 0, References: 83, Pages: 12, Words: 7343
                Categories
                Subject: Psychology
                Subject: Original Research

                ScienceOpen disciplines: Clinical Psychology & Psychiatry
                Keywords: e-learning,students satisfaction,academic achievement,online influencing factors,covid-19
                Data availability:
                ScienceOpen disciplines: Clinical Psychology & Psychiatry
                Keywords: e-learning, students satisfaction, academic achievement, online influencing factors, covid-19

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