{"title":"心理需求满足与网络自主学习的关系","authors":"Achmad Hidayatullah, Csaba Csíkos","doi":"10.1007/s12564-023-09910-9","DOIUrl":null,"url":null,"abstract":"Abstract The role that psychological need satisfaction and self-regulated learning play in academic online learning has been extensively researched. However, the impact of the three psychological needs, perceived autonomy, competence, and relatedness, on online self-regulated learning remains unclear. This investigated the association between the satisfaction of psychological needs and the six dimensions of online self-regulated learning. This cross-sectional study adopted a quantitative approach. In all, 315 students from four higher education institutions participated in the present study. Students were asked to complete the online questionnaire of psychological need satisfaction and an online self-regulated learning questionnaire. Structural equation modeling was performed to examine the structural relationships between the two. Our study showed that perceived autonomy predicted goal setting, environment structuring, time management, and self-evaluation but did not predict help-seeking and task strategies. Perceived competence did not predict environment structuring. Perceived relatedness predicted environment structuring, help-seeking, and self-evaluation. This study appears to be the first to examine the predictions of need satisfaction to increase students’ capability in regulating their learning.","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":null,"pages":null},"PeriodicalIF":2.3000,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Association between psychological need satisfaction and online self-regulated learning\",\"authors\":\"Achmad Hidayatullah, Csaba Csíkos\",\"doi\":\"10.1007/s12564-023-09910-9\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Abstract The role that psychological need satisfaction and self-regulated learning play in academic online learning has been extensively researched. However, the impact of the three psychological needs, perceived autonomy, competence, and relatedness, on online self-regulated learning remains unclear. This investigated the association between the satisfaction of psychological needs and the six dimensions of online self-regulated learning. This cross-sectional study adopted a quantitative approach. In all, 315 students from four higher education institutions participated in the present study. Students were asked to complete the online questionnaire of psychological need satisfaction and an online self-regulated learning questionnaire. Structural equation modeling was performed to examine the structural relationships between the two. Our study showed that perceived autonomy predicted goal setting, environment structuring, time management, and self-evaluation but did not predict help-seeking and task strategies. Perceived competence did not predict environment structuring. Perceived relatedness predicted environment structuring, help-seeking, and self-evaluation. This study appears to be the first to examine the predictions of need satisfaction to increase students’ capability in regulating their learning.\",\"PeriodicalId\":47344,\"journal\":{\"name\":\"Asia Pacific Education Review\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":2.3000,\"publicationDate\":\"2023-11-11\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Asia Pacific Education Review\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1007/s12564-023-09910-9\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Asia Pacific Education Review","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1007/s12564-023-09910-9","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Association between psychological need satisfaction and online self-regulated learning
Abstract The role that psychological need satisfaction and self-regulated learning play in academic online learning has been extensively researched. However, the impact of the three psychological needs, perceived autonomy, competence, and relatedness, on online self-regulated learning remains unclear. This investigated the association between the satisfaction of psychological needs and the six dimensions of online self-regulated learning. This cross-sectional study adopted a quantitative approach. In all, 315 students from four higher education institutions participated in the present study. Students were asked to complete the online questionnaire of psychological need satisfaction and an online self-regulated learning questionnaire. Structural equation modeling was performed to examine the structural relationships between the two. Our study showed that perceived autonomy predicted goal setting, environment structuring, time management, and self-evaluation but did not predict help-seeking and task strategies. Perceived competence did not predict environment structuring. Perceived relatedness predicted environment structuring, help-seeking, and self-evaluation. This study appears to be the first to examine the predictions of need satisfaction to increase students’ capability in regulating their learning.
期刊介绍:
The Asia Pacific Education Review (APER) aims to stimulate research, encourage academic exchange, and enhance the professional development of scholars and other researchers who are interested in educational and cultural issues in the Asia Pacific region. APER covers all areas of educational research, with a focus on cross-cultural, comparative and other studies with a broad Asia-Pacific context.
APER is a peer reviewed journal produced by the Education Research Institute at Seoul National University. It was founded by the Institute of Asia Pacific Education Development, Seoul National University in 2000, which is owned and operated by Education Research Institute at Seoul National University since 2003.
APER requires all submitted manuscripts to follow the seventh edition of the Publication Manual of the American Psychological Association (APA; http://www.apastyle.org/index.aspx).