Applying the self-determination theory (SDT) to explain student engagement in online learning during the COVID-19 pandemic
By Thomas K. F. Chiu. Journal of Research on Technology in Education, 2021
710 citations recorded by the source corpus.
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.
Subfields: Experimental and Cognitive Psychology, Social Psychology, Sociology and Political Science
View Paper: https://www.semanticscholar.org/paper/2bd93c9b4fa0c89030dbe430f59ad7b4cca0b0cb
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Citations in the corpus
- The impact of Generative AI (GenAI) on practices, policies and research direction in education: a case of ChatGPT and Midjourney (2023, positive): “These could support the student ’ s need for autonomy (Chiu, 2021, 2022); that is, using the two GenAI applications in teaching and learning generally satis fi es this need.”
- Teacher support and student motivation to learn with Artificial Intelligence (AI) based chatbot (2023, neutral): “In this condition, students are not able to complete tasks by learning with AI technologies independently, and expect some external support for their innate needs, such as teacher or digital support (Chiu, 2021a, 2021b, 2022).”