The attitude of gifted college students towards self-regulated mobile learning and student satisfaction: The mediation role of teacher's support and moderator role of gender

Manar Mohammed Haneefa ()

Journal of Education and e-Learning Research, 2024, vol. 11, issue 4, 719-726

Abstract: This study aims to investigate the mediation role of teacher's support and the moderator role of gender in the relation between attitude towards self-regulated mobile learning and student satisfaction. 410 undergraduate students from different universities in the KSA were recruited. Purposive sampling was used to collect the data. Attitudes towards the self-regulated mobile scale, satisfaction with the mobile learning scale and teacher’s support were used to collect data. Attitudes towards self-regulated mobile learning positively correlated with the teacher's support. Teachers' support and attitude towards self-regulated mobile learning significantly and positively correlated with the students’ satisfaction. These results indicated that teacher's support partially mediated the relationship between attitude towards self-regulated mobile learning and student satisfaction. However, the interaction between teacher's support and gender was not correlated with attitude towards self-regulated mobile learning. Gender could not moderate the relationship between attitude towards self-regulated mobile learning and teacher's support. This study highlights the mediation role of teacher's support and the moderator role of gender in the relation between attitude towards self-regulated mobile learning and student satisfaction. This study contributes to the improvements in the education system in the KSA especially when the increasing value of self-regulated mobile learning is considered.

Keywords: Distance education and online learning; Gender; Human-computer interface; Improving classroom teaching; Teacher's support; Mobile learning; Students satisfaction. (search for similar items in EconPapers)
Date: 2024
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