Moderating Role of Teachers’ Academic Support between Students’ Satisfaction with Online Learning and Academic Motivation in Undergraduate Students during COVID-19

Table 2

Intercorrelation of students’ satisfaction with online learning, teachers’ academic support, and academic motivation of the undergraduate students (N = 406).

Variables	1	2	3	4	5	6	7	8	9
(1) Age	—	0.06	−0.02	−0.10	−0.03	−0.03	−0.08	0.09	0.07
(2) Gender		—	−0.06	−0.07	0.01	0.01	−0.04	0.01	−0.02
(3) Major Dep.			—	−0.04	−0.10	0.06	0.11	0.09	0.08
(4) EL				—	0.85	0.85	0.97	0.19	0.55
(5) Agency					—	0.79	0.92	0.19	0.52
(6) Assessment						—	0.92	0.19	0.52
(7) SOL Total							—	0.20	0.57
(8) TAS								—	0.50
(9) AM									—

Dep. = department, EL = engagement learning, SOL Total = satisfaction with online learning total, TAS = teachers’ academic support, and AM = academic motivation.