The influence of emotion, self-efficacy and mediating role of attitude towards online learning intention among private university students in Malaysia

Abstract

The rapid expansion of online learning has transformed education but faces challenges like high dropout rates and low engagement, raising questions about factors influencing students’ attitudes and intentions. This study examines determinants of students’ attitudes and intentions towards online learning, focusing on emotions, self-efficacy and attitude as mediators within Malaysian private higher education. Data from 564 undergraduates in Malaysia were analysed using SmartPLS (PLS-SEM) to explore relationships between emotions, self-efficacy, attitudes and intention for online learning. Additionally, mediation analysis assessed attitude's partial mediating role. Findings indicated that emotions and self-efficacy significantly influenced attitudes, which in turn predicted online learning intention. Attitude partially mediated the effects of emotions and self-efficacy on online learning intention. Emotional (feeling) and cognitive (thinking) factors are pivotal in shaping students' attitudes and intention towards online learning. The study suggests that fostering emotional support and self-efficacy can enhance online learning experiences, providing key insights for educators and policymakers.