The role of motivation as mediator between online learning readiness and undergraduate students' perceived learning during the COVID-19 pandemic


  • Ninette Putri Mustika Faculty of Psychology, Universitas Indonesia, Indonesia
  • Lucia R. M. Royanto Faculty of Psychology, Universitas Indonesia, Indonesia


academic motivation, distance learning, online learning readiness, perceived learning


The transition from face-to-face to online learning in this COVID-19 pandemic shapes a unique students’ learning experience, including how students perceive their learning experiences, online learning readiness, and academic motivation. This study aims to investigate whether academic motivation mediates the relationship between online learning readiness and perceived learning of university students. The participants comprised undergraduate students who undertook distance learning (N = 381). The result showed that academic motivation significantly mediated the relationship between online learning readiness and perceived learning in undergraduate students who conducted distance learning. The result provides references for lecturers, undergraduate students, and universities regarding the importance of having online learning readiness and motivation in order to achieve effective distance learning, especially during this pandemic.


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How to Cite

Mustika, N. P., & Royanto, L. R. M. (2021). The role of motivation as mediator between online learning readiness and undergraduate students’ perceived learning during the COVID-19 pandemic. Jurnal Psikologi Ulayat, 8(2), 305–329.



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