Zhou Xiaohua, Chai Ching-Sing, Jong Morris Siu-Yung, Feng Huiya
Teaching and Learning Centre, Lingnan University, Hong Kong, Hong Kong SAR.
Department of Curriculum and Instruction, The Chinese University of Hong Kong, Hong Kong, Hong Kong SAR.
PLoS One. 2025 Apr 28;20(4):e0321781. doi: 10.1371/journal.pone.0321781. eCollection 2025.
The increasing popularity of online courses has highlighted the importance of online self-regulated learning (OSRL). However, its use among undergraduates remains challenging. Based on self-determination theory, this study examined whether satisfying three basic psychological needs (i.e., autonomy, competence, and relatedness) could foster the engagement of Chinese undergraduates (N = 381) in OSRL. Data were collected from an online questionnaire, which included a revised Online Self-Regulated Learning Questionnaire, a scale to measure need satisfaction, and demographic information items. Descriptive analyses, confirmatory factor analyses and structural equation modeling were conducted. The results revealed that overall need satisfaction was positively associated with the use of OSRL strategies. Specifically, satisfying autonomy was positively associated with the use of resource management strategies. Feeling competent was positively associated with most OSRL strategies, except for time management and help seeking. A sense of relatedness was positively associated with self-evaluation, task strategies, and help seeking. These findings underscore the unique role of each need in promoting OSRL. Therefore, designers and instructors of online courses should cater to the specific needs of undergraduates to enhance their use of targeted OSRL strategy(ies).
在线课程日益普及，凸显了在线自主学习（OSRL）的重要性。然而，在本科生中推广使用在线自主学习仍面临挑战。基于自我决定理论，本研究探讨了满足三种基本心理需求（即自主性、能力和关联性）是否能够促进中国本科生（N = 381）参与在线自主学习。数据通过在线问卷收集，问卷包括一份修订后的在线自主学习问卷、一份测量需求满足程度的量表以及人口统计学信息项目。进行了描述性分析、验证性因素分析和结构方程建模。结果显示，总体需求满足程度与在线自主学习策略的使用呈正相关。具体而言，满足自主性与资源管理策略的使用呈正相关。感觉有能力与大多数在线自主学习策略呈正相关，但时间管理和寻求帮助策略除外。关联性与自我评价、任务策略和寻求帮助呈正相关。这些发现强调了每种需求在促进在线自主学习中的独特作用。因此，在线课程的设计者和教师应满足本科生的特定需求，以提高他们对有针对性的在线自主学习策略的使用。
