Digital Literacy, Motivation, Self-Regulation, Interest, and Task Difficulty as Predictors of Performance in Online Learning: A Path Analysis Article Swipe
Betty Essuman
,
Harry Barton Essel
,
Rudolf Steiner
,
Aaron Daniel Akuteye
,
Albert Essuman
·
YOU?
·
· 2025
· Open Access
·
· DOI: https://doi.org/10.46328/ijces.164
YOU?
·
· 2025
· Open Access
·
· DOI: https://doi.org/10.46328/ijces.164
Studio-based art and design education, especially in hands-on fields like ceramics, faces significant challenges during crises requiring remote learning. The sudden shift to online environments disrupts the experiential learning essential to such courses. This study examined the effectiveness of the Studio-Based Clay Course Model, which integrates multimedia tools and instructional videos to support clay instruction in both physical and virtual formats. The study investigated how digital literacy, motivation, self-regulation, course interest, and task difficulty predict academic performance in an online learning context. Data were collected via a structured questionnaire from 148 students in Ghana. Path analysis, conducted using Jamovi software, revealed that motivation, course interest, and self-regulation significantly predicted academic performance (β = .6121, p < .001), and task difficulty had a notable impact (β = .2339, p = .024). Digital literacy did not directly predict performance (β = .0892, p = .367) but influenced it indirectly through motivation and self-regulation. The model explained 71.4% of the variance in academic performance. While limitations such as limited digital access and challenges in replicating hands-on activities online were noted, the findings suggest that the Studio-Based Clay Course Model fosters resilience and supports student success in remote studio-based learning environments.
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Metadata
- Type
- article
- Language
- en
- Landing Page
- https://doi.org/10.46328/ijces.164
- https://ijces.net/index.php/ijces/article/download/164/52
- OA Status
- diamond
- Cited By
- 1
- Related Works
- 10
- OpenAlex ID
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All OpenAlex metadata
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https://openalex.org/W4412019603Canonical identifier for this work in OpenAlex
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https://doi.org/10.46328/ijces.164Digital Object Identifier
- Title
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Digital Literacy, Motivation, Self-Regulation, Interest, and Task Difficulty as Predictors of Performance in Online Learning: A Path AnalysisWork title
- Type
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articleOpenAlex work type
- Language
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enPrimary language
- Publication year
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2025Year of publication
- Publication date
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2025-04-29Full publication date if available
- Authors
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Betty Essuman, Harry Barton Essel, Rudolf Steiner, Aaron Daniel Akuteye, Albert EssumanList of authors in order
- Landing page
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https://doi.org/10.46328/ijces.164Publisher landing page
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https://ijces.net/index.php/ijces/article/download/164/52Direct link to full text PDF
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YesWhether a free full text is available
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diamondOpen access status per OpenAlex
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https://ijces.net/index.php/ijces/article/download/164/52Direct OA link when available
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Task (project management), Path analysis (statistics), Path (computing), Psychology, Literacy, Cognitive psychology, Computer science, Mathematics education, Pedagogy, Machine learning, Economics, Management, Programming languageTop concepts (fields/topics) attached by OpenAlex
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1Total citation count in OpenAlex
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2025: 1Per-year citation counts (last 5 years)
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10Other works algorithmically related by OpenAlex
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| abstract_inverted_index.Clay | 41, 183 |
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| abstract_inverted_index.Path | 94 |
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| abstract_inverted_index.clay | 53 |
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| abstract_inverted_index.like | 9 |
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| abstract_inverted_index.that | 101, 180 |
| abstract_inverted_index.were | 83, 175 |
| abstract_inverted_index..367) | 142 |
| abstract_inverted_index.71.4% | 154 |
| abstract_inverted_index.Model | 185 |
| abstract_inverted_index.While | 161 |
| abstract_inverted_index.faces | 11 |
| abstract_inverted_index.model | 152 |
| abstract_inverted_index.shift | 21 |
| abstract_inverted_index.study | 34, 62 |
| abstract_inverted_index.tools | 47 |
| abstract_inverted_index.using | 97 |
| abstract_inverted_index.which | 44 |
| abstract_inverted_index..001), | 116 |
| abstract_inverted_index..024). | 129 |
| abstract_inverted_index..0892, | 139 |
| abstract_inverted_index..2339, | 126 |
| abstract_inverted_index..6121, | 113 |
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| abstract_inverted_index.Ghana. | 93 |
| abstract_inverted_index.Jamovi | 98 |
| abstract_inverted_index.Model, | 43 |
| abstract_inverted_index.access | 167 |
| abstract_inverted_index.course | 69, 103 |
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| abstract_inverted_index.design | 3 |
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| abstract_inverted_index.fields | 8 |
| abstract_inverted_index.impact | 123 |
| abstract_inverted_index.noted, | 176 |
| abstract_inverted_index.online | 23, 79, 174 |
| abstract_inverted_index.remote | 17, 193 |
| abstract_inverted_index.sudden | 20 |
| abstract_inverted_index.videos | 50 |
| abstract_inverted_index.Digital | 130 |
| abstract_inverted_index.digital | 65, 166 |
| abstract_inverted_index.fosters | 186 |
| abstract_inverted_index.limited | 165 |
| abstract_inverted_index.notable | 122 |
| abstract_inverted_index.predict | 74, 135 |
| abstract_inverted_index.student | 190 |
| abstract_inverted_index.success | 191 |
| abstract_inverted_index.suggest | 179 |
| abstract_inverted_index.support | 52 |
| abstract_inverted_index.through | 147 |
| abstract_inverted_index.virtual | 59 |
| abstract_inverted_index.academic | 75, 109, 159 |
| abstract_inverted_index.context. | 81 |
| abstract_inverted_index.courses. | 32 |
| abstract_inverted_index.directly | 134 |
| abstract_inverted_index.disrupts | 25 |
| abstract_inverted_index.examined | 35 |
| abstract_inverted_index.findings | 178 |
| abstract_inverted_index.formats. | 60 |
| abstract_inverted_index.hands-on | 7, 172 |
| abstract_inverted_index.learning | 28, 80, 195 |
| abstract_inverted_index.literacy | 131 |
| abstract_inverted_index.physical | 57 |
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| abstract_inverted_index.students | 91 |
| abstract_inverted_index.supports | 189 |
| abstract_inverted_index.variance | 157 |
| abstract_inverted_index.analysis, | 95 |
| abstract_inverted_index.ceramics, | 10 |
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| abstract_inverted_index.conducted | 96 |
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| abstract_inverted_index.explained | 153 |
| abstract_inverted_index.interest, | 70, 104 |
| abstract_inverted_index.learning. | 18 |
| abstract_inverted_index.literacy, | 66 |
| abstract_inverted_index.predicted | 108 |
| abstract_inverted_index.requiring | 16 |
| abstract_inverted_index.software, | 99 |
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| abstract_inverted_index.challenges | 13, 169 |
| abstract_inverted_index.difficulty | 73, 119 |
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| abstract_inverted_index.especially | 5 |
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| abstract_inverted_index.motivation | 148 |
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| abstract_inverted_index.motivation, | 67, 102 |
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| abstract_inverted_index.significant | 12 |
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| abstract_inverted_index.Studio-based | 0 |
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| abstract_inverted_index.experiential | 27 |
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| abstract_inverted_index.questionnaire | 88 |
| abstract_inverted_index.significantly | 107 |
| abstract_inverted_index.self-regulation | 106 |
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| institutions_distinct_count | 5 |
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| citation_normalized_percentile.is_in_top_10_percent | True |