Guthrie, J. T., Mcrae, A., & Klauda, S. L. (2007). Contributions of concept-oriented reading instruction to knowledge about interventions for motivations in reading. Educational Psychologist, 42(4), 237–250. Hodkinson, P. (2005). Reconceptualising the relations between college-based and workplace learning. Journal of Workplace Learning, 17(8), 521–532.

Generell lässt sich zwischen der intrinsischen und extrinsischen Motivation auch im Fussball unterscheiden. Froiland, J. M. (2015). Parents’ weekly descriptions of autonomy supportive communication: promoting children’s motivation to learn and positive emotions. Journal of Child and Family Studies, 24(1), 117–126.A need for relatedness in students’ online SRL reflects their desire to feel their activities connected with and supported by people close to them. According to SDT, individuals are likely to be more supportive of their group’s goal when they feel connected to group members. Individuals still perform some uninterested or unenjoyable activities because they are valued by relevant others (e.g., peers, friends, family, superior or organization) (Deci and Ryan 2000). Therefore, satisfying their needs represents a type of social influence, which is similar to the concept of the subjective norm in the IS domain. Previous studies have demonstrated the influence of subjective norms on perceived usefulness and intrinsic motivation (e.g., perceived playfulness or perceived enjoyment) (Hsu and Chiu 2004; Roca and Gagné 2008; Sørebø et al. 2009; Venkatesh 2000). Regarding learning activity, Nikou and Economides ( 2017) found a positive relation among relatedness, usefulness and the ease of use of a learning activity. We argue that students’ perceived relatedness with other important people is expected to influence usefulness and perceived enjoyment. Therefore, the following hypotheses are proposed: H5 SDT proposes that human beings have three fundamental psychological needs: autonomy, competence and relatedness (Deci and Ryan 2011; Ryan and Deci 2000). The need for autonomy refers to the feeling of choice and concurrence with one’s actions; the need for competence refers to the feeling to be effective and capable; and the need for relatedness refers to the feeling of a connection to, caring for, and being cared for by other individuals and groups. Satisfaction of these basic needs are associated with high-quality motivation as well as well-being (Ryan 2019). As one of the earliest studies, Chen and Jang ( 2010) applied SDT to the online learning context and did not find a significant relationship between self-determined motivation and students’ learning outcomes. Recently, Hsu ( 2019) examined the SDT-based model in online learning context and indicated that the satisfaction of basic psychological need enhanced self-regulated motivation and associated with higher perceived knowledge transfer and increased achievement of course objective in online course. Chiu ( 2021) investigated how the three perceived psychological needs in SDT affected student engagement in the K‑12 online learning forced by the COVID-19 pandemic and found the needs were predictors of the level of engagement. Students’ and teachers’ motivation to use technology as a tool for learning is an active research area (Ryan and Deci 2020). However, college students’ continued use in online SRL learning has yet to be examined from an SDT perspective.

Our findings suggest that SDT is favorable for understanding the influence of organizational factors in student’s motivation for online SRL. It appears that students are more willing to continue using online technologies for learning when they feel autonomous, competent and related, because the satisfaction of these basic needs are related to their intrinsic and extrinsic motivation, which in turn associated with their intention to continue using online SRL. Venkatesh, V. (2000). Determinants of perceived ease of use: integrating control, intrinsic motivation, and emotion into the technology acceptance model. Information Systems Research, 11(4), 342–365. Deci, E. L., & Ryan, R. M. (1980). Self-determination theory: when mind mediates behavior. Journal of Mind & Behavior, 1(1), 33–43. Compeau, D., Higgins, C. A., & Huff, S. (1999). Social cognitive theory and individual reactions to computing technology: a longitudinal study. MIS Quarterly, 23(2), 145–158. Aspinwall, L. G., & Taylor, S. E. (1997). A Stich in Time: Self-Regulation and Proactive Coping. Psychological Bulletin, 121(3), 417–436.

Ryan, R. M., & La Guardia, J. G. (2000). What is being optimized over development? A self-determination theory perspective on basic psychological needs across the life span. In S. Qualls & R. Abeles (Eds.), Dialogues on psychology and aging (pp. 145–172). Washington, DC: American Psychological Association. Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16(4), 385–407.

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