Applying the self-determination theory (SDT) to explain student engagement in online learning during the COVID-19 pandemic
Applying the self-determination theory (SDT) to explain student engagement in online learning during the COVID-19 pandemic
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DOI：
10.1080/15391523.2021.1891998
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发表时间：
2021-02-18
影响因子：
5.1
通讯作者：
Chiu, Thomas K. F.
中科院分区：
文献类型：
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作者：
Chiu, Thomas K. F.
在COVID-19疫情迫使学校关闭期间，我们采用远程╱在线学习来帮助学生继续学习。学生的参与，这是由动机所激发的自我决定理论（SDT）解释，是学习的先决条件。因此，本研究探讨了如何在SDT的三个感知的心理需求影响学生参与在线学习使用前和后的问卷完成了1201年8月和9月的学生在6周内参加在线学习。结果表明，数字化支持策略更好地满足了学生的需求，所有的需求是参与水平的预测因子，关系支持非常重要。
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.