• Corpus ID: 14162062

Understanding Satisfaction and Continuing Motivation in an Online Course: An Extension of Social Cognitive, Control-Value Theory*

@inproceedings{Artino2008UnderstandingSA,
  title={Understanding Satisfaction and Continuing Motivation in an Online Course: An Extension of Social Cognitive, Control-Value Theory*},
  author={Anthony R. Artino},
  year={2008}
}

• A. Artino
• Published 2008
• Psychology

Using social cognitive, control-value theory as a framework, this study examined how students' cognitive appraisals (task value and self-efficacy) and negative achievement emotions (boredom and frustration) relate to their overall satisfaction with an online course and their continuing motivation to enroll in future courses. Service academy undergraduates (N = 481) completed a survey that assessed these constructs. Structural equation modeling revealed that task value, self-efficacy, boredom, and frustration were all statistically significant predictors of satisfaction, accounting for 64% of its variance. Task value and self-efficacy had direct effects on satisfaction, as well as indirect effects through boredom and frustration. Moreover, self-efficacy and boredom had both direct and indirect effects on continuing motivation; whereas task value and frustration had only indirect effects through satisfaction. The final model accounted for 41% of the variance in continuing motivation. Educational implications are discussed.