Table of Contents
Abstract
The E-learning Satisfaction–Model, as detailed by Devisakti & Ramayah in 2023, was formulated to evaluate the roles of a sense of belonging and grit in the context of e-learning portal utilization within higher education settings. This specific measurement model was conceptualized for a research study involving a sample of postgraduate students in Malaysia. The constructs under investigation were assessed within this sample through a comprehensive set of 30 items, which were adapted from previously established research sources, including the work of Alharbi & Drew (2014) and Teo & van Schaik (2012). The developers have reported detailed results concerning the reliability and validity of these items.
Keywords
Attitude; E-Learning Portal Environment; Grit; Higher Education; Instructor Influence; Measurement Model; Peer Influence; Performance; Self-Efficacy; Sense of Belonging; Usage; Educational Measures; Student Attitudes; Virtual Classrooms; Electronic Learning
Authors
Devisakti, A.; Ramayah, T.
Purpose
The objective of creating this measurement model is to meticulously examine the influence that a range of variables has on the usage patterns and academic performance of students who are engaged in an e-learning portal environment.
Construct
The primary construct evaluated is Attitudes toward E-Learning. This is further broken down into several subscales or factors which include: Attitude, Instructor Influence, Peer Influence, Self-Efficacy, Sense of Belonging, Grit, Usage, and Performance.
Validity
Evidence of the instrument’s validity was established through multiple analyses. For Convergent Validity, it was demonstrated that all of the constructs presented an outer loading value exceeding 0.7 and an average variance extracted (AVE) value greater than 0.5. These results indicate that convergent validity was successfully established at the level of every individual item. For Discriminant Validity, the values derived from the Heterotrait-Monotrait ratio of correlations (HTMT) criterion were consistently below the conservative threshold of 0.85. Further analysis through HTMT inference confirmed that the confidence interval for any of the constructs did not encompass the value of 1.0. Additionally, the HTMT inference showed that the upper boundary of the confidence interval remained below the value of 1. Based on these findings, it was concluded that discriminant validity for the instrument was firmly established.
Reliability
The reliability of the instrument was assessed for its internal consistency. The analysis yielded Cronbach’s alpha coefficients that ranged from .843 to .881 across the different subscales, indicating strong internal consistency.
Factor Analysis
No data is Available
Instrument
Test Type
This is an original instrument, classified as an Inventory/Questionnaire.
Format
The instrument is composed of 30 items in total. The variables of attitude, instructor influence, peer influence, self-efficacy, sense of belonging, and grit are evaluated using a 7-point Likert scale. The variables of usage and performance are measured using a 5-point Likert scale. The instrument is administered through electronic means.
Language Available
English
Population Group
The test is designed for human populations, including both males and females.
Age Group
Adulthood (18 years and older)
Population Details
The study was conducted in Malaysia with a sample of postgraduate learners.
Test Methodology
The development and validation process involved several methodological steps, including establishing Test Validity through Convergent Validity and Discriminant Validity, assessing Test Reliability via Internal Consistency, and creating a comprehensive Measurement Model.
Keywords
Attitude; E-Learning Portal Environment; Grit; Higher Education; Instructor Influence; Measurement Model; Peer Influence; Performance; Self-Efficacy; Sense of Belonging; Usage; Educational Measures; Student Attitudes; Virtual Classrooms; Electronic Learning
Authors
Devisakti, A.
Author ORCID Identifier: No data is Available
Affiliation: IPPTN, Universiti Sains Malaysia
Email addresses: [email protected]
Correspondence Address: [email protected]
Ramayah, T.
Author ORCID Identifier: No data is Available
Affiliation: School of Management, Universiti Sains Malaysia
Email addresses: No data is Available
Correspondence Address: No data is Available
Permissions & Fee and Test Year
Permissions: For permissions to use the instrument, it is advised to Contact the Publisher.
Fee: There is no fee associated with the use of this instrument.
Commercial: This instrument is not intended for commercial use.
Test Year: 2023
reference’s
Devisakti, A., & Ramayah, T. (2023). Sense of belonging and grit in e-learning portal usage in higher education. Interactive Learning Environments, 31(8), 4850–4864. https://doi.org/10.1080/10494820.2021.1983611
Items of the E-learning Satisfaction–Model
The complete list of the 30 items for this measure is available for review. The items can be found in the original source publication in Appendix A1, on pages 4863-4864.
| Construct | Operational definition | Sources of measurement | Measurement items |
| Attitude | Effective evaluation of an individual on a certain task or assignment while using the technology. | Alharbi and Drew (2014) | 1. I believe it is a good idea to use e-learning portal for my study.<br>2. I like the idea of using e-learning portal for my study.<br>3. I am positive toward using e-learning portal for my study. |
| Instructor influence | Immediate faculty members or instructors directly encourage or stimulate their learners to use e-learning. | Teo and van Schaik (2012) | 1. My lecturer/tutor thinks it is important for me to use the e-learning portal for my study.<br>2. My lecturer/tutor wants me to use e-learning portal for my study.<br>3. My lecturer/tutor supports the use of the e-learning portal for my study. |
| Peer Influence | The degree a learner perceives pressure from his or her peers of the same learning environment in order to use the e-learning portal. | Wu and Zhang (2014) | 1. My peers’ beliefs (trust) about the e-learning portal encourage me to use it.<br>2. My peers’ thoughts(opinion) about the e-learning portal influence the degree to which I use the e-learning portal.<br>3. My peers’ belief(trust) about the e-learning portal condition me to use it. |
| Self-efficacy | Users’ judgement or the confidence of his/her own capability of using the system. | Teo and van Schaik (2012) | 1. I feel confident in using the e-learning portal.<br>2. I can use the e-learning portal even if there is no one to teach me.<br>3. I can use the e-learning portal with minimal help.<br>4. I can overcome obstacles that occur when I use the e-learning portal. |
| Sense of belonging | A need to belong to a home or a place as well as to a group or organisation | Asatryan et al. (2013) and Lee and Suh (2015) | 1. I feel I belong to the e-learning portal.<br>2. I feel “at home” (comfortable) in e-learning portal.<br>3. I don’t feel like a stranger in the e-learning portal. |
| Grit | Working or putting much effort despite obstacles and failure in maintaining interest over years. | Aparicio (2017) | 1. I finish whatever I begin.<br>2. Setbacks (delays and setback) do not discourage me.<br>3. I am hardworking.<br>4. I often set a goal and continue to pursue (follow) the same one.<br>5. I have been obsessed with a certain idea or task for a short period but will not lose interest in the long run.<br>6. I don’t have difficulty maintaining my focus on tasks that take more than a few months to complete. |
| Usage | Self-report to show the acceptance of the technology. | Lu et al. (2009); Hsieh et al. (2016) | 1. I use the e-learning portal a lot for my study.<br>2. I use the e-learning portal whenever possible for my study.<br>3. I use the e-learning portal frequently for my study.<br>4. I use the e-learning portal whenever appropriate for my study. |
| Performance | The educational outcome includes satisfaction, knowledge, attention, and self-reported a change in practice. | Mohammadyari and Singh (2015) | 1. Using e-learning portal improves my performances in managing my study.<br>2. Using e-learning portal increases my productivity in managing my study.<br>3. Using e-learning portal enhances my effectiveness in managing my study.<br>4. Overall, e-learning portal is useful in managing my study. |
Note. Items are rated using 7- and 5-point scales.
Cite this article
Mohammed looti (2026). E-learning Satisfaction Model Inventory. PSYCHOLOGICAL SCALES. Retrieved from https://scales.arabpsychology.com/s/e-learning-satisfaction-model-inventory/
Mohammed looti. "E-learning Satisfaction Model Inventory." PSYCHOLOGICAL SCALES, 6 Apr. 2026, https://scales.arabpsychology.com/s/e-learning-satisfaction-model-inventory/.
Mohammed looti. "E-learning Satisfaction Model Inventory." PSYCHOLOGICAL SCALES, 2026. https://scales.arabpsychology.com/s/e-learning-satisfaction-model-inventory/.
Mohammed looti (2026) 'E-learning Satisfaction Model Inventory', PSYCHOLOGICAL SCALES. Available at: https://scales.arabpsychology.com/s/e-learning-satisfaction-model-inventory/.
[1] Mohammed looti, "E-learning Satisfaction Model Inventory," PSYCHOLOGICAL SCALES, vol. X, no. Y, ص Z-Z, April, 2026.
Mohammed looti. E-learning Satisfaction Model Inventory. PSYCHOLOGICAL SCALES. 2026;vol(issue):pages.