Mediating Intrinsic Goal Orientation for Motivation and Social Support in Online Learning: A PLS-SEM Analysis

This study investigates the mediating role of intrinsic goal orientation in the relationship between motivation and social support in online learning using Partial Least Squares Structural Equation Modeling (PLS-SEM). Grounded in Expectancy-Value Theory, Self-Determination Theory, and Social Presence Theory, the study examines how expectancy and value influence instructor support and social engagement through intrinsic goal orientation. Data were collected using an adapted questionnaire consisting of 32 items measuring expectancy, value, intrinsic goal orientation, social engagement, and instructor support. The respondents comprised students from science, technology, social sciences, humanities, and business disciplines. Data analysis was conducted using SmartPLS 4 through the assessment of measurement and structural models. The findings revealed that expectancy and value significantly influenced intrinsic goal orientation and instructor support. Expectancy demonstrated a strong positive relationship with intrinsic goal orientation, while value significantly predicted instructor support and social engagement. The study also found that intrinsic goal orientation significantly mediated the relationship between motivation and social engagement, although no mediating effect was found between intrinsic goal orientation and instructor support. The measurement and structural models achieved acceptable levels of reliability, validity, predictive relevance, and effect sizes, confirming the robustness of the proposed framework. The study contributes to the understanding of online learning motivation by integrating motivational and social support factors within a single PLS-SEM framework. The findings provide practical implications for educators and institutions in designing online learning environments that foster intrinsic motivation, meaningful social interaction, and sustained student engagement.

online motivation, intrinsic gal orientation, social support, social engagement, instructor support

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