E-Learning Satisfaction Model Inventory

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Abstract

The E-learning Satisfaction Model Inventory, developed by Devisakti and Ramayah in 2023, is a comprehensive measurement tool designed to assess critical psychological and behavioral factors influencing student success in E-learning environments. Specifically, this model was formulated to evaluate the respective roles of a student’s Sense of Belonging to the virtual environment and their level of Grit in relation to their utilization of e-learning portals within Higher Education settings.

The instrument was validated using a sample of postgraduate students in Malaysia. The model incorporates a total of 30 items, which were adapted from previously established research instruments, notably those by Alharbi & Drew (2014) and Teo & van Schaik (2012). The developers have provided detailed psychometric evidence supporting the reliability and validity of the overall measurement model and its constituent constructs.

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.

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Purpose

The core objective of developing this measurement model is to meticulously examine the influence of a range of psychological, social, and motivational variables on the usage patterns and subsequent academic performance of students operating within a structured E-learning portal environment.

By quantifying these influences—including factors like peer support, instructor encouragement, and personal resilience—the scale aims to provide a robust framework for understanding and predicting student engagement and success in remote or hybrid learning modalities.

Construct

The primary focus of the inventory is the measurement of student attitudes toward E-Learning. This overarching construct is segmented into eight distinct, yet interrelated, subscales or factors:

  • Attitude: Effective evaluation of an individual regarding a specific task or assignment while utilizing the technology.
  • Instructor Influence: The perception that faculty members or instructors directly encourage or stimulate the learners to use the e-learning platform.
  • Peer Influence: The extent to which a learner perceives pressure or influence from peers within the same learning environment regarding the use of the e-learning portal.
  • Self-Efficacy: The users’ judgment or confidence in their own capability to successfully utilize the system.
  • Sense of Belonging: The psychological need to feel connected and accepted within the e-learning group or organization.
  • Grit: The characteristic defined by working diligently and maintaining effort and interest over long periods, despite encountering obstacles and failures.
  • Usage: A self-reported measure demonstrating the acceptance and frequency of use of the technology.
  • Performance: The reported educational outcomes, encompassing satisfaction, knowledge acquisition, attention, and self-reported changes in study practice.

Validity

Evidence for the instrument’s validity was established through rigorous psychometric analyses focusing on both convergent and discriminant aspects of the model.

For Convergent Validity, the results indicated strong support, as all constructs demonstrated an outer loading value exceeding the recommended threshold of 0.7, and the Average Variance Extracted (AVE) value for each construct was greater than 0.5. These findings confirm that the items within each construct are highly correlated and successfully measure the intended variable.

Discriminant Validity was assessed using the Heterotrait-Monotrait ratio of correlations (HTMT) criterion. The calculated HTMT values were consistently below the conservative cutoff threshold of 0.85, indicating that the constructs are empirically distinct from one another. Furthermore, HTMT inference analysis confirmed that the confidence interval for any pair of constructs did not encompass the value of 1.0, and the upper boundary of the confidence interval remained below 1. Based on these comprehensive findings, the discriminant validity of the E-learning Satisfaction Model Inventory was firmly established.

Reliability

The reliability of the instrument was assessed primarily by evaluating its internal consistency across all subscales. The analysis utilized Cronbach’s alpha coefficient as the primary metric.

The calculated Cronbach’s alpha coefficients ranged from .843 to .881 across the different factors. This range indicates strong and acceptable levels of internal consistency, suggesting that the items within each subscale reliably measure the same underlying construct.

Factor Analysis

No data is Available

Instrument

Test Type: This is an original instrument, classified as an Inventory/Questionnaire.

Format: The instrument comprises a total of 30 items. The majority of the variables—specifically Attitude, Instructor Influence, Peer Influence, Self-Efficacy, Sense of Belonging, and Grit—are evaluated using a 7-point Likert scale. Conversely, the variables of Usage and Performance are measured using a 5-point Likert scale. The inventory is designed for electronic administration.

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 initial validation study was conducted in Malaysia with a specific sample of postgraduate learners enrolled in Higher Education institutions.

Test Methodology: The development and validation process involved several key methodological steps, including the establishment of Test Validity through Convergent Validity and Discriminant Validity analyses, the assessment of Test Reliability via Internal Consistency (using Cronbach’s alpha), and the creation of a comprehensive Structural Equation 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

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Authors

Devisakti, A.

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

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Items of the E-learning Satisfaction Model Inventory

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.

ConstructOperational definitionSources of measurementMeasurement items
AttitudeEffective 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.
2. I like the idea of using e-learning portal for my study.
3. I am positive toward using e-learning portal for my study.
Instructor influenceImmediate 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.
2. My lecturer/tutor wants me to use e-learning portal for my study.
3. My lecturer/tutor supports the use of the e-learning portal for my study.
Peer InfluenceThe 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.
2. My peers’ thoughts(opinion) about the e-learning portal influence the degree to which I use the e-learning portal.
3. My peers’ belief(trust) about the e-learning portal condition me to use it.
Self-efficacyUsers’ 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.
2. I can use the e-learning portal even if there is no one to teach me.
3. I can use the e-learning portal with minimal help.
4. I can overcome obstacles that occur when I use the e-learning portal.
Sense of belongingA need to belong to a home or a place as well as to a group or organisationAsatryan et al. (2013) and Lee and Suh (2015)1. I feel I belong to the e-learning portal.
2. I feel “at home” (comfortable) in e-learning portal.
3. I don’t feel like a stranger in the e-learning portal.
GritWorking or putting much effort despite obstacles and failure in maintaining interest over years.Aparicio (2017)1. I finish whatever I begin.
2. Setbacks (delays and setback) do not discourage me.
3. I am hardworking.
4. I often set a goal and continue to pursue (follow) the same one.
5. I have been obsessed with a certain idea or task for a short period but will not lose interest in the long run.
6. I don’t have difficulty maintaining my focus on tasks that take more than a few months to complete.
UsageSelf-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.
2. I use the e-learning portal whenever possible for my study.
3. I use the e-learning portal frequently for my study.
4. I use the e-learning portal whenever appropriate for my study.
PerformanceThe 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.
2. Using e-learning portal increases my productivity in managing my study.
3. Using e-learning portal enhances my effectiveness in managing my study.
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 (2025). E-Learning Satisfaction Model Inventory. Psychological Scales & Instruments Database. Retrieved from https://db.arabpsychology.com/scales/e-learning-satisfaction-model-inventory/

Mohammed looti. "E-Learning Satisfaction Model Inventory." Psychological Scales & Instruments Database, 31 Oct. 2025, https://db.arabpsychology.com/scales/e-learning-satisfaction-model-inventory/.

Mohammed looti. "E-Learning Satisfaction Model Inventory." Psychological Scales & Instruments Database, 2025. https://db.arabpsychology.com/scales/e-learning-satisfaction-model-inventory/.

Mohammed looti (2025) 'E-Learning Satisfaction Model Inventory', Psychological Scales & Instruments Database. Available at: https://db.arabpsychology.com/scales/e-learning-satisfaction-model-inventory/.

[1] Mohammed looti, "E-Learning Satisfaction Model Inventory," Psychological Scales & Instruments Database, vol. X, no. Y, ص Z-Z, October, 2025.

Mohammed looti. E-Learning Satisfaction Model Inventory. Psychological Scales & Instruments Database. 2025;vol(issue):pages.

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