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

Autor/in	Chiu, Thomas K. F.
Titel	Applying the Self-Determination Theory (SDT) to Explain Student Engagement in Online Learning during the COVID-19 Pandemic
Quelle	In: Journal of Research on Technology in Education, 54 (2022), (17 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chiu, Thomas K. F.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-1523
DOI	10.1080/15391523.2021.1891998
Schlagwörter	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; Hong Kong + Suchen Sie Ihr Suchwort? Selbstbestimmung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Online course; Online-Kurs; School closings; Schule; Schließung; Schließung (von Schulen); Distance study; Distance learning; Fernunterricht; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Prädiktor; Individuelle Autonomie; Kompetenz; Relevance; Relevanz; Student behaviour; Schülerverhalten; Emotionales Verhalten; Ausland; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Self-efficacy; Selbstwirksamkeit; Hongkong
Abstract	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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01