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This paper empirically investigate the effects of self-efficacy and self-regulated learning on learner satisfaction with LMS and LMS effectiveness. This research focuses on the effects of learner’s psychological variables (e.g., self-efficacy) and psychological learning process (e.g., self-regulated learning management) on student satisfaction with the e-learning management system and e-learning systems’ effectiveness. The survey questionnaire is selected from a multi-dimensional model for assessing e-learning systems success (ELSS) from the perspective of the e-learner developed by Wang, Wang, and Shee (2007). The 674 sample consists of 140 business students and 534 non-business students. _x000D_ Statistically significant evidence was found to suggest students’ psychological variables (e.g., self-efficacy) and psychological learning process (e.g., self-regulated learning management) had effects on student e-learning satisfaction. This is in accordance with a prior research which found a positive relationship between student motivation, core of self-regulated learning, and on-line course satisfaction (Eom et al. 2006)._x000D_

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Effects of Self-Efficacy and Self-regulated Learning on LMS User Satisfaction and LMS Effectiveness

This paper empirically investigate the effects of self-efficacy and self-regulated learning on learner satisfaction with LMS and LMS effectiveness. This research focuses on the effects of learner’s psychological variables (e.g., self-efficacy) and psychological learning process (e.g., self-regulated learning management) on student satisfaction with the e-learning management system and e-learning systems’ effectiveness. The survey questionnaire is selected from a multi-dimensional model for assessing e-learning systems success (ELSS) from the perspective of the e-learner developed by Wang, Wang, and Shee (2007). The 674 sample consists of 140 business students and 534 non-business students. _x000D_ Statistically significant evidence was found to suggest students’ psychological variables (e.g., self-efficacy) and psychological learning process (e.g., self-regulated learning management) had effects on student e-learning satisfaction. This is in accordance with a prior research which found a positive relationship between student motivation, core of self-regulated learning, and on-line course satisfaction (Eom et al. 2006)._x000D_