Applying the self-determination theory (SDT) to explain student engagement in online learning during the COVID-19 pandemic

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.