Staying motivated to e-learn: Person- and variable-centred perspectives on the longitudinal risks and support

Person-centred results, tracking student movement between latent subgroups, confirmed the importance of teachers, but also indicated a prior competence threshold below which teacher efforts alone might be insufficient to support substantive motivation for e-learning, and thereby, e-learning completion. The theoretical and practical implications of the present study's findings regarding teacher-support and initial content competence are discussed.