A tri-phenomenon perspective to mitigate MOOCs' high dropout rates: the role of technical, pedagogical, and contextual factors on language learners' L2 motivational selves, and learning approaches to MOOC

Smart Learning Environments

Table 7 Result of the direct effects of learners' perceived supports on their L2 motivational self-system and approaches to MOOC

Hypothesizes	Parameter			Beta	Lower	Upper	P
H1a	Instructional support	→	Deep approach	0.234	0.095	0.373	0.004
H1b	Instructional support	→	Surface approach	− 0.315	− 0.442	− 0.198	0.001
H2a	Technical support	→	Deep approach	− 0.040	− 0.109	0.030	0.345
H2b	Technical support	→	Surface approach	− 0.012	− 0.078	0.056	0.797
H3a	Peer support	→	Deep approach	0.339	0.143	0.324	0.001
H3b	Peer support	→	Surface approach	− 0.110	− 0.187	− 0.036	0.014
H4a	Instructional support	→	Instrumentality-promotion	0.553	0.410	0.699	0.001
H4b	Instructional support	→	Instrumentality-prevention	0.428	0.290	0.580	0.001
H5a	Technical support	→	Instrumentality-promotion	0.065	− 0.015	0.154	0.175
H5b	Technical support	→	Instrumentality- prevention	-0.017	− 0.103	0.073	0.793
H6a	Peer support	→	Instrumentality-promotion	0.127	0.034	0.218	0.029
H6b	Peer support	→	Instrumentality-prevention	0.486	0.403	0.578	0.001
H7a	Instrumentality-promotion	→	Deep approach	0.206	0.136	0.291	0.001
H7b	Instrumentality-promotion	→	Surface approach	− 0.196	− 0.278	− 0.115	0.001
H8a	Instrumentality-prevention	→	Deep approach	0.219	0.112	0.337	0.002
H8b	Instrumentality-prevention	→	Surface approach	− 0.198	− 0.298	− 0.093	0.003