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.

摘要

在 COVID-19 大流行迫使学校停课期间，已采用远程/在线学习来帮助学生继续学习。正如自决理论 (SDT) 所解释的那样，由动机激发的学生参与是学习的先决条件。因此，本研究使用 1201 名 8 年级和 9 年级学生在参加在线学习 6 周内完成的前后问卷调查，调查了 SDT 中的三种感知心理需求如何影响学生在线学习的参与度。结果表明，数字支持策略更好地满足了学生的需求，所有需求都是参与程度的预测因素，相关性支持非常重要。