In recent years educational institutions are increasingly using online learning and because of this trend it is necessary to investigate its impact on student academic performance. Although this topic has been addressed in different educational fields before, there is an objective justification for our approach. Thus, the reasoning behind this particular research is the fact that recent findings have shown that the academic performance of students using online education is affected by a series of motivating factors which can have an impact on their performance. The main goal of this paper is to highlight and analyze the mediating effect of intrinsic student motivation and student academic engagement and how they affect the relationship between the range of support, which students receive during their online learning and thus their academic performance. This study was conducted in two higher educational institutions in Mexico and Romania, with a sample of 822 students. The data was analyzed using a second generational PLS-SEM technique. The results confirm that the support students enjoy during online learning has no direct impact on their academic performance, unless it is fully mediated by their own intrinsic motivation and academic engagement. The influence of Gender was also analyzed, but it was not found to be a determining factor of academic performance in both higher educational institutions. These findings not only have theoretical and practical implications for students, teachers and education authorities, they also help us to broaden the field of knowledge in the e-learning environment.

近年来，教育机构越来越多地使用在线学习，由于这一趋势，有必要调查其对学生学业成绩的影响。尽管这个话题之前已经在不同的教育领域被讨论过，但我们的方法有一个客观的理由。因此，这项特定研究背后的理由是，最近的研究结果表明，使用在线教育的学生的学业成绩受到一系列激励因素的影响，这些因素可能会影响他们的表现。本文的主要目标是强调并分析学生内在动机和学生学术参与的中介效应，以及它们如何影响学生在在线学习期间获得的支持范围与学业成绩之间的关系。这项研究在墨西哥和罗马尼亚的两所高等教育机构进行，样本为 822 名学生。使用第二代 PLS-SEM 技术分析数据。结果证实，学生在在线学习期间获得的支持对他们的学业成绩没有直接影响，除非它完全由他们自己的内在动机和学术参与度来调节。还分析了性别的影响，但并未发现性别是两所高等教育机构学业成绩的决定因素。这些发现不仅对学生、教师和教育当局具有理论和实践意义，还有助于我们在电子学习环境中拓宽知识领域。