Thesis (MSc) - Cyprus International University. Institute of Graduate Studies and Research Management Information Systems

With the Covid 19 pandemic making lots of schools, especially secondary schools,
metamorphous to more of online learning, concerns have been raised on techniques
to increase students' interactivity in online classes for secondary schools. Thus, the
current study investigated the effect of psychological traits (need for fame and fear
of missing out) on sustaining their engagement in online classes, and the effect of this
engagement on their loyalty. This study investigates the relationships between the
need for fame (NFF), fear of missing out (FOMO), sustaining student engagement
(SSE), and course satisfaction (CS) in the context of online learning. Employing a
rigorous empirical approach, the research evaluates the measurement model's
convergent validity, internal validity, and discriminant validity. Results confirm the
reliability and validity of the measurement model.
The inner model analysis reveals significant findings. NFF emerges as a positive
predictor of both SSE and FOMO, substantiating the impact of diverse motivational
factors on online student engagement. FOMO, in turn, positively influences SSE and
mediates the relationship between NFF and SSE. Additionally, SSE demonstrates a
positive association with CS, highlighting the pivotal role of sustained engagement
in overall course satisfaction. The structural model explains a substantial portion of
the variance in CS, SSE, and FOMO.
Theoretical contributions include enriching the conceptualization of student
engagement by incorporating NFF as a motivational factor and providing a nuanced
understanding of the interplay between FOMO, NFF, SSE, and CS. Practical
implications underscore the importance of recognizing diverse student motivations
and tailoring engagement strategies accordingly. Recommendations for
implementation guide educators and institutions in fostering an inclusive and
engaging online learning environment.