2.1 Self-determination Theory
This theory strongly emphasizes the value of intrinsic drive in fostering long-term Learning and mental health. Students intrinsically motivated to learn are more likely to persevere in their academic endeavors and feel more satisfied with their Learning [16]. Students have better outcomes about their mental health, claims SDT. Innovative teaching methods and e-learning resources that offer chances for autonomy, competence, and relatedness can aid in fostering intrinsic drive and advancing long-term Learning (17).
H1: Academic motivation has a positive impact on mental well-being.
Academic achievement depends heavily on academic motivation, which is associated with many beneficial effects, including mental health. Academic motivation and psychological well-being have been the subject of numerous studies, and the findings have generally supported the notion that students who are more motivated academically tend to have greater levels of psychological well-being (18). For instance, pupils who more academically drive exhibited more significant self-esteem, a positive outlook, and lower levels of anxiety and depression. Comparing students whose motivation was more controlled to those who were more autonomous; it finds that the latter claimed greater well-being. Researchers found that mastery-oriented students had better levels of psychological well-being than performance-oriented students in terms of academic motivation [19]. Last but not least, a meta-analysis revealed that academic motivation favorably correlates with academic success and psychological well-being, with intrinsic motivation showing the strongest correlations [20]. These studies show that academic motivation can improve mental health, especially when autonomous, mastery-oriented, and intrinsic.
H2: Academic motivation can lead to sustainable learning
More recent studies have continued to investigate this connection, despite the abundance of literature on the beneficial effects of academic motivation on long-term Learning. According to one of these studies, pupils with high levels of intrinsic drive demonstrated more sustained learning behaviors, such as regular attendance at school, systematic study, and asking for assistance when required. According to the authors, this might be because intrinsically driven students have a greater sense of autonomy and control over their Learning, enabling them to make better choices about how to approach their studies (20). According to another research, learners motivated by academic mastery exhibited higher self-control, perseverance, and self-efficacy. According to the authors, this might be the case because mastery-oriented students are more concerned with improving their knowledge and abilities, which results in a more enduring approach to Learning (21). Furthermore, a study discovered that academic motivation, primarily intrinsic and goal-oriented, was positively associated with long-term Learning. Because intrinsic motivation links to a greater (18)
These recent studies confirm that intrinsic, mastery-oriented, and goal-oriented motivation in the classroom positively affects long-term Learning. These studies emphasize the significance of encouraging students' academic motivation to support long-term academic achievement and sustainable learning behaviors.
H3: Academic motivation can foster the adoption of e-learning tools.
Their academic motivation positively impacts the use of e-learning tools by pupils. Technology-based teaching and learning aids, including online classes, videos, simulations, and virtual reality, are e-learning tools. According to research, university students' use e-learning tools positively correlate with their study motivation. According to the authors, students more interested in their academic work may be more ready to experiment with and use new technologies to improve their Learning [22]. According to the results of another study, students who were highly motivated academically were more apt to use e-learning resources and were happier with their e-learning experiences. The authors speculate that this might be the case because students motivated by their studies are more likely to look for additional resources and participate in self-directed Learning, which e-learning tools can aid [23]. In addition, research showed that university students' perceptions of the usefulness and simplicity of e-learning tools positively correlate with their academic motivation. According to the authors, this may be because academically driven students are more likely to approach e-learning tools to achieve their educational goals and are thus more likely to perceive them as helpful and simple to use (24).
These studies indicate that academic motivation influences students' use of e-learning tools favorably. Teachers may be able to encourage the use of e-learning tools to improve learning outcomes and foster student involvement by encouraging academic motivation in their students.
H4: The adoption of e-learning tools has a positive impact on sustainable learning.
Adopting e-learning resources has also been discovered to have a favorable effect on pupils' long-term Learning. Learning habits sustained over time and resulting in long-term academic achievement are called sustainable Learning. According to a study, using e-learning tools was favorably related to long-term learning habits like time management, self-control, and persistence. The authors contend that by giving students flexible and convenient access to learning materials and chances for self-directed Learning, e-learning tools can promote sustainable Learning [25]). Another study discovered a positive correlation between using e-learning tools and student involvement and academic success, which are crucial in encouraging long-term Learning. The writers contend that interactive, personalized learning experiences for students can help to promote sustainable Learning by increasing their motivation and engagement (26).
Additionally, the researchers discovered a positive correlation between using e-learning tools and academic self-efficacy, a crucial element in encouraging long-term Learning. The authors contend that by giving students chances to practice and implement their knowledge and by giving them feedback on their advancement, e-learning tools can foster academic self-efficacy.
H5: Sustainable learning practices can lead to mental well-being.
Students' emotional health finds to improve as a result of sustainable Learning. Learning habits sustained over time and resulting in long-term academic achievement are called sustainable Learning. According to research, stress and anxiety levels were lower among students who practiced sustainable learning behaviors like efficient time management, self-regulated Learning, and seeking assistance when required. By lowering the perceived demands of academic tasks, enhancing students' feeling of control over their Learning, and boosting their confidence in their ability to handle academic challenges, the authors contend that sustainable Learning can improve mental well-being [27]. According to other research, students who practiced sustainable learning habits like time management and self-regulated Learning had higher academic self-efficacy. The authors contend that sustainable Learning can enhance psychological well-being by encouraging a sense of accomplishment, raising students' perceptions of their own competence, and encouraging the positive feelings connected to effective Learning [28].
Additionally, a study found that self-regulated learning and efficient time management were positively related to academic achievement and engagement, which are crucial components in fostering mental well-being [20]. According to the authors, sustainable Learning can improve mental health by giving students a sense of direction and purpose, increasing their engagement with scholastic work, and fostering a sense of competence and mastery [16].
H6: The adoption of e-learning tools has the potential to positively impact mental well-being
Adopting e-learning resources has also been discovered to have a favorable effect on students' emotional health. Digital tools and platforms that make it easier to study and teach online refer to as e-learning tools. According to a study, students' mental health correlates with using e-learning resources. The authors contend that by giving students flexible and available learning opportunities, lowering commuter and scheduling-related stress, and improving the overall learning experience, e-learning tools can support mental health (29). According to further research, using e-learning resources was associated favorably with psychological well-being, satisfaction with the learning process, and perceived Learning outcomes [22]. The authors contend that by giving students a sense of agency over their education, boosting their motivation and engagement, and encouraging the good feelings linked to effective Learning, e-learning tools can support psychological well-being [23].
Additionally, the researchers discovered that using e-learning tools was positively associated with academic performance, which is crucial in encouraging students' mental well-being. According to the authors, using e-learning tools can improve students' academic performance, increase their sense of competence and mastery, less stress related to academic challenges, and foster good emotions related to academic success [30].
H7: Sustainable learning acts as a mediator between academic motivation and mental well-being, thus, facilitating the positive relationship between the two
According to recent studies, the connection between students' academic motivation and mental health can mediate by sustainable Learning. The term "sustainable learning" refers to actions that support effective and efficient Learning, such as time management skills, self-control, and asking for help when necessary [31]. According to research, university students' academic motivation positively correlates with long-term Learning and mental health. As a result, more academically motivated students may engage in more sustainable learning behaviors, supporting their mental well-being [32]. The authors speculate that sustainable Learning may act as a mediator between academic motivation and mental well-being. Furthermore, a survey of undergraduate students revealed that sustainable learning behaviors mediated the link between scholastic stress and mental health. According to the authors, students who engage in sustainable learning practices may be better prepared to manage their stress and maintain their well-being, which may mitigate the detrimental effects of academic stress on mental health [33].
These results emphasize the value of sustainable Learning in encouraging students' mental health and imply that sustainable Learning may function as a mediator in the connection between academic motivation and mental health. Teachers and lawmakers can support students in becoming more academically motivated, mentally healthy, and successful by encouraging sustainable learning behaviors.
H8: The adoption of e-learning tools acts as a mediator in the relationship between academic motivation and mental well-being, thus, facilitating positive relationship between the two
Recent studies have also indicated that using e-learning resources may mediate the connection between students' mental health and academic motivation. Online learning management systems, virtual classrooms, and educational apps are just a few examples of the digital tools and platforms known as "e-learning tools" that make Learning and instructing easier (34). According to research, among Brazilian high school pupils, e-learning tools mediated the connection between academic motivation and mental health. According to the authors, using e-learning tools may improve academic motivation by giving students more exciting and interactive learning opportunities, which can improve their mental health [35]. In addition, a survey of university students in China discovered that the use of e-learning tools mediated the relationship between academic stress and mental health. The authors contend that e-learning resources may give students more freedom and control over their education, which can lessen academic pressure and improve mental health [36].
These results imply that e-learning tool adoption may mediate between academic motivation and mental health. E-learning tools may boost academic motivation and lessen academic tension by giving students more flexible and engaging learning opportunities, which can improve students' mental health.
H9: The adoption of e-learning tools acts as a mediator in the relationship between academic motivation and sustainable learning practices, thus, facilitating the positive link between the two
According to recent research, the adoption of e-learning tools may act as a mediating factor in the connection between student academic motivation and long-term Learning. Sustainable learning behaviors include time management, self-regulation, and asking for feedback that promotes effective and efficient Learning (37). According to a study among Chinese university students, adopting e-learning tools mediated the connection between academic motivation and long-term Learning. The authors contend that by giving students more engaging and interactive learning opportunities to encourage their long-term learning habits, e-learning tools may improve academic motivation (38). Similarly, a study of university students in Jordan discovered that adopting e-learning tools mediated the link between self-efficacy and Sustainable Learning. The writers contend that by giving students more chances for active and independent Learning, which can, in turn, encourage their long-term learning habits; e-learning tools can improve students' sense of self-efficacy ([39]). These results imply that e-learning tool adoption may mediate between academic motivation and long-term Learning. E-learning tools may boost students' academic motivation by giving them more interactive and engaging learning experiences, which may encourage long-term learning habits.
H10: Innovative teaching practices play a moderating role in the relationship of academic motivation and mental well-being in a way that these practices enhance the positive effects of motivation on well-being
According to recent research, the connection between student academic motivation and mental health may moderate by creative teaching strategies. Project-based Learning and blended Learning increase students' motivation and involvement. A study of Chinese high school students showed that innovative instruction influenced the relationship between academic motivation and mental health. According to the authors, creative teaching methods can help students become more motivated to learn by encouraging their interest, curiosity, and ingenuity, all of which can help students' mental health (40). Similarly, a study of university students in China discovered that creative teaching influenced the connection between academic stress and mental health. By giving students more engaging and encouraging learning opportunities, innovative teaching strategies, according to the authors, can help lessen scholastic stress and improve students' mental health [41].
These results imply that creative instructional strategies may moderate the relationship between academic motivation and mental health. Innovative teaching strategies may boost students' motivation for Learning and lessen the damaging impacts of academic stress on their mental health by increasing their engagement, interest, and creativity.
H11: Innovative teaching practices play a moderating role in the relationship of academic motivation and sustainable learning in a way that these practices strengthen the positive effects of motivation on sustainable learning
According to a recent study, the relationship between academic motivation and long-term Learning among students may moderate by creative teaching strategies. According to research, among Chinese college students, innovative teaching mediated the relationship between academic motivation and long-term Learning. The authors contend that creative teaching methods can increase students' motivation for academic work by encouraging their interest, curiosity, and creativity, promoting long-term learning habits. A similar study among Chinese university students discovered that innovative teaching moderated the link between academic self-efficacy and long-term Learning [42]. The authors contend that by giving students more opportunities for active and autonomous Learning, innovative teaching strategies can raise students' academic self-efficacy and encourage long-term learning habits ( 40). These results imply that creative instructional strategies may moderate the relationship between academic motivation and long-term Learning. Innovative teaching strategies may promote students' academic motivation and support their sustainable learning behaviors by raising their engagement, interest, and creativity [43]
In conclusion, creative teaching strategies can be a significant moderator in the connection between student academic motivation and long-term Learning. Educators and policymakers should consider encouraging innovative teaching approaches in their educational programs and interventions geared at boosting students' academic motivation and promoting their sustainable learning behaviors.
H12: Innovative teaching practices play a moderating role in the relationship of sustainable learning practices and mental well-being in a way that these practices enhance the positive effects of sustainable learning on well-being
The idea that creative instruction modifies the link between long-term Learning and mental health support several studies. Innovative teaching strategies can increase students' enthusiasm and engagement in their studies, resulting in long-lasting learning habits. These actions link to improved mental health outcomes, including lower stress and anxiety levels and higher life happiness [44]. Project-based Learning and student mental health were the subjects of one research. According to the research, project-based Learning was linked favorably to long-term learning habits and outcomes related to mental well-being (21). More specifically, PBL participants reported higher degrees of mental well-being. Different research looked into the connections between gamification, student motivation, and mental health Additionally, it discovers that student incentives moderated the association between gamification and mental health. Students who reported being more motivated by the gamification strategy, in particular, expressed more significant levels of mental well-being [44].
According to these results, creative teaching strategies can improve long-term learning habits, benefiting students' mental health. Furthermore, variables like student motivation and engagement may be moderators in these relationships. Educators and policymakers should consider incorporating innovative teaching techniques into their curricula. Based on the above literature, the following hypothetical model is presented in Fig. 1: