E-service quality and students’ retention has become a critical component of competitiveness in higher education. There are many factors associated with effective e-services but interactivity is assumed as one of the most significant factors in education sector. Higher education institutes are investing lucrative resources to increase the efficiency and effectiveness of e-services to attract and retain students. The quantitative study was designed, first to see the relationship between interactivity of e-service quality and students’ collegiate stress, academic efficacy and motivation to learn.  A sample of 430 students from private sector higher education institutes (universities) was selected from district Lahore by simple random sampling. The students’ perception about interactivity of e-service quality was measured by adopting a dimension from e-SQ (e-Service Quality) proposed by Al-Nuaimi, Mahmood, & Jebur, (2014). The students’ collegiate stress, motivation to learn was measured through adopting a dimension from College Persistence Questionnaire (CPQ) developed by Davidson, Beck, Grisaffe, & Practice, (2015). The study suggests that interactivity of e-SQ had completely non-significant association with motivation to learn, collegiate stress and academic efficacy among university students. On the other hand, motivation to learn held a significant relationship with collegiate stress of the students. Furthermore, motivation to learn had highly non-significant correlation with academic efficacy of the students. Lastly, academic efficacy of the students was also non-significant in relationship with collegiate stress of the students.