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Satisfaction with Online Study Abroad Predicted by Motivation and Self-Efficacy: A Perspective Based on the Situated Expectancy–Value Theory during the COVID-19 Epidemic

Author

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  • Yu Sun

    (Department of Industrial Education, National Taiwan Normal University, Taipei City 106, Taiwan
    These authors contributed equally to this work and share first authorship.)

  • Jon-Chao Hong

    (Department of Industrial Education, National Taiwan Normal University, Taipei City 106, Taiwan
    Institute for Research Excellence in Learning Sciences, National Taiwan Normal University, Taipei City 106, Taiwan
    These authors contributed equally to this work and share first authorship.)

  • Jian-Hong Ye

    (Faculty of Education, Beijing Normal University, Beijing 100875, China
    National Institute of Vocational Education, Beijing Normal University, Beijing 100875, China)

  • Jhen-Ni Ye

    (Graduate Institute of Technological and Vocational Education, National Taipei University of Technology, Taipei City 106344, Taiwan)

Abstract

Due to the globalization of the economy, studying abroad has been widely recognized as bringing many benefits to students. However, the closure of campuses and borders around the world since the COVID-19 pandemic, which began in 2020, has brought about significant changes in studying abroad as learning has moved online. In the context of emergency management, a new way of studying online has arisen. Despite this change, few studies have focused on the value perception of and satisfaction with online study abroad (OSA) in the context of the pandemic or have focused on students enrolled in overseas universities. To address this gap, this study proposed six research hypotheses and a hypothesis model based on the situated expectancy-value theory. The study used the snowballing technique to survey Chinese university faculty members who had studied online at overseas universities during the pandemic. A total of 481 valid data were collected, including 214 (44.5%) male and 267 (55.5%) female respondents. The data were then confirmed to have reliability and validity, and the research model was tested. Results indicated that all of the research hypotheses were supported. More specifically, the perceived value of OSA can be positively predicted by academic and career self-efficacy. Academic and career self-efficacy can be positively predicted by OSA motivation. The perceived value of OSA is positively related to satisfaction with OSA. This shows that promoting satisfaction with OSA for international students is a feasible international education program when international mobility is not possible in particular situations.

Suggested Citation

  • Yu Sun & Jon-Chao Hong & Jian-Hong Ye & Jhen-Ni Ye, 2023. "Satisfaction with Online Study Abroad Predicted by Motivation and Self-Efficacy: A Perspective Based on the Situated Expectancy–Value Theory during the COVID-19 Epidemic," Sustainability, MDPI, vol. 15(5), pages 1-15, February.
    • Handle: RePEc:gam:jsusta:v:15:y:2023:i:5:p:4070-:d:1078015
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    References listed on IDEAS

    as
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    4. Zhang, Yue & Zhao, Guochang & Zhou, Bo, 2021. "Does learning longer improve student achievement? Evidence from online education of graduating students in a high school during COVID-19 period," China Economic Review, Elsevier, vol. 70(C).
    5. Sanchez-Franco, Manuel J., 2009. "The Moderating Effects of Involvement on the Relationships Between Satisfaction, Trust and Commitment in e-Banking," Journal of Interactive Marketing, Elsevier, vol. 23(3), pages 247-258.
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