Needs satisfaction and Online Self-Regulated Learning among chinese undergraduates

• Published in: PloS one Vol. 20; no. 4; p. e0321781
• Main Authors: Zhou, Xiaohua, Chai, Ching-Sing, Jong, Morris Siu-Yung, Feng, Huiya
• Format: Journal Article
• Language: English
• Published: United States Public Library of Science 28.04.2025; Public Library of Science (PLoS)
• Subjects: Adolescent; Adult; Analysis; Autonomy; Biology and Life Sciences; China; College students; COVID-19; Distance learning; East Asian People; Education, Distance; Educational aspects; Educational technology; Female; Goal setting; Humans; Internet; Learning; Learning strategies; Male; Metacognition; Online education; Online instruction; People and Places; Personal Autonomy; Personal Satisfaction; Questionnaires; Research and Analysis Methods; Resource management; Satisfaction; School environment; Self-Control; Self-regulated learning; Social Sciences; Strategic planning (Business); Students - psychology; Surveys; Surveys and Questionnaires; Time management; Universities; University students; Well being; Young Adult; China
• ISSN: 1932-6203; 1932-6203
• DOI: 10.1371/journal.pone.0321781

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).