Introduction E-learning is a central component of higher education, yet maintaining student motivation remains difficult. Although personality traits, mental health, and peer support have each been linked to learning motivation, they are seldom examined simultaneously within an integrative framework. Drawing on Self-Determination Theory, this study examined the associations among personality traits, anxiety and depression, peer-to-peer confirmation, and learning motivating factors in e-learning. Methods A cross-sectional online survey was completed by 595 e-learners from Lithuanian universities and Turing College. Data were collected using an online self-report questionnaire. Participants completed the Learning Motivating Factors Questionnaire, the Patient Health Questionnaire-9 (PHQ-9), the Generalized Anxiety Disorder Scale (GAD-7), Student-to-Student Confirmation Scale, and Big Five Inventory-2 Short Form. Pearson correlational analyses and structural equation modeling (SEM) were used to estimate associations and indirect pathways. Results Extraversion, agreeableness, conscientiousness, and openness to experience showed positive correlations with e-learning motivation ( r = 0.08–0.39, p 0.01), whereas neuroticism and mental health symptoms were negatively correlated. The integrated SEM indicated acceptable fit: χ 2 (39) = 221, p 0.001; CFI = 0.921; TLI = 0.888; RMSEA = 0.089 (90% CI 0.077, 0.100), RMSEA p 0.001, and SRMR = 0.075. The association between personality traits and e-learning motivation was primarily indirect via peer-to-peer confirmation ( β = 0.062), whereas the indirect pathway via mental health was not significant. Peer-to-peer confirmation was positively associated with e-learning motivation ( β = 0.256, p 0.001). Conclusion Within the proposed model, peer-to-peer confirmation showed the strongest association with e-learning motivation, indicating the relevance of supportive peer interaction for e-learning motivation.
Rimasiute-Knabikiene et al. (Fri,) studied this question.