Enhancing online learning engagement: teacher support, psychological needs satisfaction and interaction.

In the post-pandemic era, college students continue to embrace online learning due to its flexibility and accessibility. Grounded in self-determination theory, this study investigates how perceived teacher support influences students' satisfaction of autonomy, competence, and relatedness, which in turn affects their interaction and engagement in online learning. Using data from 408 college students and analyzed through PLS-SEM, findings reveal that teacher support enhances intrinsic motivation, promoting interaction and learning engagement. Autonomy had the strongest influence on engagement. This research contributes to the integration of SDT with online learning frameworks and provides practical insights for educators and policymakers.