Applying the Self-Determination Theory (SDT) to Explain Student Engagement in Online Learning during the COVID-19 Pandemic

Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals

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Self Determination; Student Participation; COVID-19; Pandemics; Online Courses; School Closing; Distance Education; Educational Technology; Technology Uses in Education; Predictor Variables; Learner Engagement; Elementary Secondary Education; Personal Autonomy; Competence; Relevance (Education); Student Behavior; Emotional Response; Foreign Countries; Grade 8; Grade 9; Student Satisfaction; Self Efficacy

10.1080/15391523.2021.1891998

1539-1523

During school closures forced by the COVID-19 pandemic, remote/online learning has been adopted to help students continue to learn. Student engagement, which is energized by motivation as explained by self-determination theory (SDT), is a prerequisite for learning. Therefore, this study investigated how the three perceived psychological needs in SDT affected student engagement in online learning using pre- and post-questionnaires completed by 1201 Grade 8 and 9 students within 6 weeks of partaking in online learning. The results suggested that digital support strategies better satisfied students' needs, that all of the needs were predictors of the level of engagement, and that relatedness support was very important.

As Provided

2022

EJ1332232