ORIGINAL RESEARCH article
Front. Educ.
Sec. Mental Health and Wellbeing in Education
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1622805
Profiles of e-learners based on learning motivation: differences in peer-to-peer confirmation and mental health
Provisionally accepted
- 1Mykolas Romeris University, Vilnius, Lithuania
- 2Vilnius Gediminas Technical University, vilnius, Lithuania
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Prior research has suggested the links between students' learning motivation, peer-to-peer confirmation and mental health; however, there is limited research on students' motivational profiles in e-learning. The current study aims to explore motivational profiles of e-learners, their differences in mental health, and their links to peer-to-peer confirmation. This research utilized a cross-sectional design; the study sample consisted of 595 participants: 33.3% male participants (n = 198) and 66.7% female participants (n = 397). The mean age of the participants was 26.34 years (SD = 8.4), ages ranging from 18 to 56 years. 4 instruments were used in this study: the Learning Motivating Factors Questionnaire, the Patient Health Questionnaire-9 (PHQ-9), the Generalized Anxiety Disorder Scale (GAD-7), and Student-to-Student Confirmation Scale. The latent profile analysis (LPA) identified high motivation profile and low motivation profile. The results of the binomial logistic regression revealed that peer-to-peer confirmation, namely, individual attention, was a significant predictor of student motivation: higher individual attention predicted high motivation profile membership, suggesting that personalized interactions between peers serve as a protective factor against low motivation. Additionally, e-learners in the low motivation profile had significantly higher levels of anxiety and depression. Future studies should examine factors that are both protective for e-learners mental health and beneficial for learning outcomes.
Keywords: Mental Health, Peer-to-peer confirmation, Learning motivating factors, Motivation, e-learning
Received: 04 May 2025; Accepted: 31 Jul 2025.
Copyright: © 2025 Rimašiūtė-Knabikienė and Dirzyte. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Romualda Rimašiūtė-Knabikienė, Mykolas Romeris University, Vilnius, Lithuania
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