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Exploring the Relationship between Motivation and Academic Performance among Online and Blended Learners: A Meta-Analytic Review

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Title: Exploring the Relationship between Motivation and Academic Performance among Online and Blended Learners: A Meta-Analytic Review
Language: English
Authors: Andrew Walker (ORCID 0000-0001-8693-9921), Naomi R. Aguiar (ORCID 0000-0002-3139-9654), Raechel N. Soicher (ORCID 0000-0002-2142-625X), Yu-Chun Kuo (ORCID 0000-0002-7147-9798), Jessica Resig (ORCID 0000-0003-2706-8446)
Source: Online Learning. 2024 28(4):76-116.
Availability: Online Learning Consortium, Inc. P.O. Box 1238, Newburyport, MA 01950. Tel: 888-898-6209; Fax: 888-898-6209; e-mail: olj@onlinelearning-c.org; Web site: https://olj.onlinelearningconsortium.org/index.php/olj/index
Peer Reviewed: Y
Page Count: 41
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Information Analyses
Education Level: Higher Education
Postsecondary Education
Descriptors: Student Motivation, Performance, Correlation, Electronic Learning, Blended Learning, Self Efficacy, Goal Orientation, Self Determination, Psychological Patterns, College Students
ISSN: 2472-5749
2472-5730
Abstract: In higher education, motivational factors are considered one of "the strongest predictors of academic performance" (Honike et al., 2020, p. 1). A meta-analysis of face-to-face (f2f) courses (Richardson et al., 2012) supports these claims, finding a strong correlation between performance self-efficacy and academic performance (r = 0.59), as well as accounting for 14% of the variation in academic performance using locus of control, performance self-efficacy, and grade goal as predictors. These f2f results are compelling enough that self-efficacy is often used synonymously with online learning in primary research. However, the results of prior f2f metaanalytic reviews have yet to be extended to online and blended learning contexts. We explored student motivation, specifically subscales for attributional style, self-efficacy, achievement goal orientation, self-determination and task value in relation to student academic performance. Informed by 94 outcomes from 52 studies, our results diverge from f2f findings. The highest correlation was mastery avoidance goals (r = 0.22); academic self-efficacy (r = 0.19) was substantially lower than f2f findings (r = 0.31; r = 0.59) in Richardson et al. (2012). Using a parsimonious model (i.e., delivery mode, learning self-efficacy, and mastery approach goals), students' average academic performance failed to identify statistically significant predictors. These results call into question the assumption that student motivation is a strong predictor of academic performance in online and blended courses. The lack of strong relationships and the lack of predictive power hold clear implications for researchers, practitioners, and policymakers that assume these relationships are stronger.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1455344
Database: ERIC
FullText Links:
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  Data: Exploring the Relationship between Motivation and Academic Performance among Online and Blended Learners: A Meta-Analytic Review
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  Data: <searchLink fieldCode="AR" term="%22Andrew+Walker%22">Andrew Walker</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8693-9921">0000-0001-8693-9921</externalLink>)<br /><searchLink fieldCode="AR" term="%22Naomi+R%2E+Aguiar%22">Naomi R. Aguiar</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3139-9654">0000-0002-3139-9654</externalLink>)<br /><searchLink fieldCode="AR" term="%22Raechel+N%2E+Soicher%22">Raechel N. Soicher</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2142-625X">0000-0002-2142-625X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Yu-Chun+Kuo%22">Yu-Chun Kuo</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7147-9798">0000-0002-7147-9798</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jessica+Resig%22">Jessica Resig</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2706-8446">0000-0003-2706-8446</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Online+Learning%22"><i>Online Learning</i></searchLink>. 2024 28(4):76-116.
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  Data: Online Learning Consortium, Inc. P.O. Box 1238, Newburyport, MA 01950. Tel: 888-898-6209; Fax: 888-898-6209; e-mail: olj@onlinelearning-c.org; Web site: https://olj.onlinelearningconsortium.org/index.php/olj/index
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Student+Motivation%22">Student Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Performance%22">Performance</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Blended+Learning%22">Blended Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Goal+Orientation%22">Goal Orientation</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Determination%22">Self Determination</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+Patterns%22">Psychological Patterns</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink>
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  Data: 2472-5749<br />2472-5730
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  Data: In higher education, motivational factors are considered one of "the strongest predictors of academic performance" (Honike et al., 2020, p. 1). A meta-analysis of face-to-face (f2f) courses (Richardson et al., 2012) supports these claims, finding a strong correlation between performance self-efficacy and academic performance (r = 0.59), as well as accounting for 14% of the variation in academic performance using locus of control, performance self-efficacy, and grade goal as predictors. These f2f results are compelling enough that self-efficacy is often used synonymously with online learning in primary research. However, the results of prior f2f metaanalytic reviews have yet to be extended to online and blended learning contexts. We explored student motivation, specifically subscales for attributional style, self-efficacy, achievement goal orientation, self-determination and task value in relation to student academic performance. Informed by 94 outcomes from 52 studies, our results diverge from f2f findings. The highest correlation was mastery avoidance goals (r = 0.22); academic self-efficacy (r = 0.19) was substantially lower than f2f findings (r = 0.31; r = 0.59) in Richardson et al. (2012). Using a parsimonious model (i.e., delivery mode, learning self-efficacy, and mastery approach goals), students' average academic performance failed to identify statistically significant predictors. These results call into question the assumption that student motivation is a strong predictor of academic performance in online and blended courses. The lack of strong relationships and the lack of predictive power hold clear implications for researchers, practitioners, and policymakers that assume these relationships are stronger.
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  Data: As Provided
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  Data: 2025
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  Data: EJ1455344
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1455344
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 41
        StartPage: 76
    Subjects:
      – SubjectFull: Student Motivation
        Type: general
      – SubjectFull: Performance
        Type: general
      – SubjectFull: Correlation
        Type: general
      – SubjectFull: Electronic Learning
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      – SubjectFull: Blended Learning
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      – SubjectFull: Self Efficacy
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      – SubjectFull: Goal Orientation
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      – SubjectFull: Self Determination
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      – SubjectFull: Psychological Patterns
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      – SubjectFull: College Students
        Type: general
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      – TitleFull: Exploring the Relationship between Motivation and Academic Performance among Online and Blended Learners: A Meta-Analytic Review
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